READING
Student Name
Reading
Sunshine State Standards
Test Book
Released: Fall 2007 Last Used: March 2007
GRADE
5
47681-01
To offer students a variety of text on the FCAT Reading tests, authentic and copyrighted stories, poems, and articles
appear as they were originally published, as requested by the publisher and/or author. While these real-world examples
do not always adhere to strict style conventions and/or grammar rules, inconsistencies among passages do not detract
from students’ abilities to understand and answer questions about the texts.
Every effort has been made to trace the ownership of all copyrighted material and to secure the necessary permissions to
reprint selections. In the event of any question arising as to the use of any material, the publisher expresses regrets for
any inadvertent error and will make the necessary correction(s) in future printings.
Copyright Statement for This Assessment and School Performance Publication
Authorization for reproduction of this document is hereby granted to persons acting in an official capacity within the
Uniform System of Public K–12 Schools as defined in Section 1000.01(4), Florida Statutes. The copyright notice at the
bottom of this page must be included in all copies.
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Permission is NOT granted for distribution or reproduction outside of the Uniform System of Public K–12 Schools or for
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Education. Questions regarding use of these copyrighted materials should be sent to the following:
The Administrator
Assessment and School Performance
Florida Department of Education
Tallahassee, Florida 32399-0400
Left
Copyright � 2007
State of Florida
Department of State
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SSS Reading
This test measures how well students are achieving the benchmarks in
Florida’s Sunshine State Standards.
Table of Contents
Betsy Brandon Meets the President/Washington ......................................... Page 4
What Is an Ecosystem? ...................................................................................... Page 13
Ernie Hanato, Paniolo ....................................................................................... Page 26
The Secret of Summer ....................................................................................... Page 38
What Are You Figuring Now? .......................................................................... Page 46
Bricks .................................................................................................................... Page 58
Right
After you have read each article, passage, essay, or poem, answer the questions
in this Test Book.
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FCAT Reading Released Test Book
Read the story “Betsy Brandon Meets the President” and the poem “Washington”
before answering Numbers 1 through 6.
Betsy Brandon Meets the
the
Pr esident
esident
by M.V. Pollock
BBM05.PAR1
There was a flurry of excitement in the Brandon household early one morning in
ArtCodes
BBM05.PAR1
1791. It was the day that General Washington, the president, was supposed to visit
Salisbury, North Carolina. For most of the people, it would be their only chance to
see anyone so important. Everybody planned to be there. Everybody, it seemed,
except fourteen-year-old Betsy, the oldest child of Squire Richard Brandon’s
family. Betsy had to stay at home to finish the chores.
“Ha! Betsy won’t get to see the president,” teased the younger children as they
climbed into the family buggy. Betsy tried to hide her disappointment as they rode
away.
But Betsy was not one to mope. She returned to the kitchen and washed the
breakfast dishes and swept the floor. Then she took her bonnet from the hook on
the back of the door. She was going outside to feed the chickens. But what was
that rumbling noise? It sounded like wheels, but not like those of her father’s
buggy. It seemed to come from the opposite direction.
Betsy hurried to the front door and peeked out. Her eyes grew wide. Coming
down the road that passed in front of the house was the most beautiful coach she
had ever seen. It was pale ivory and trimmed in gold.
As it came near, Betsy felt herself drawn down the pathway to get a better
view. The coach was decorated with elaborate scenes that reminded Betsy of the
four seasons. And it bore an impressive emblem, like a coat of arms.
Suddenly the driver pulled on the reins. “Whoa!” he said loudly. The ornate
harnesses tinkled musically as the four fine horses halted right in front of the gate
where Betsy stood.
Left
Fearful, Betsy wanted to run, but she felt as if her feet were glued to the path.
The door of the coach opened, and a tall, handsome man in uniform stepped down.
He was almost as tall as her father. He tipped his hat and nodded in her direction.
Then another, even more handsome man stepped out. He was white haired and at
least six-feet-four. Surely they were men of importance on their way to Salisbury
to see the president.
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“Good morning, miss,” said the white-haired man. His face was stern and
deeply lined, but his blue eyes were warm and friendly.
“Good morning, sir.” Betsy’s voice quavered when she spoke.
“Is your father home?”
“No, sir.”
BBM05.PAR2
“Is your mother home?”
ArtCodes
BBM05.PAR2
As Betsy shook her head, her golden braids moved back and forth. “My family
all went to Salisbury to see the president,” she explained.
“Did you not wish to see the president, too?” The voice was kind.
“Oh yes, sir,” Betsy replied. “I wanted to see the president more than anything,
but I must stay here to do the chores.”
The two men exchanged amused glances. “If you will prepare breakfast for us,
I promise you will see the president before any of the others.”
Thinking that the president would soon pass by on his way to Salisbury, Betsy
hurried into the kitchen. She prepared a delicious breakfast, which the two men
seemed to enjoy.
They thanked her and prepared to leave. Betsy asked, “Sir, when my family
returns, to whom shall I say I served breakfast?”
The white-haired man climbed inside the coach. Leaning out the window he
smiled. “Just tell them you served breakfast to President Washington and his aide,”
he said. And the coach rolled away in clouds of dust.
Right
***
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FCAT Reading Released Test Book
Washington
Nancy Byrd Turner
BBM05.PAR3
He played by the river when he was young,
He raced with rabbits along the hills,
He fished for minnows, and climbed and swung,
And hooted back at the whippoorwills.1
Strong and slender and tall he grew —
And then, one morning, the bugles blew.
ArtCodes
BBM05.PAR3
Over the hills the summons came,
Over the river’s shining rim.
He said that the bugles called his name,
He knew that his country needed him,
And he answered, “Coming!” and marched away
For many a night and many a day.
Perhaps when the marches were hot and long
He’d think of the river flowing by
Or, camping under the winter sky,
Would hear the whippoorwill’s far-off song.
Boy or soldier, in peace or strife,
He loved America all his life!
1
whippoorwills: birds named for their particular call
Left
“Betsy Brandon Meets the President” by M.V. Pollock. From Children’s Playmate, copyright © 1978 by Children’s Better Health Institute, Benjamin Franklin
Literary & Medical Society, Inc., Indianapolis, Indiana. Used by permission. Estate of Beverley T. Thomas for “Washington” by Nancy Byrd Turner.
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FCAT Reading Released Test Book
Answer Numbers 1 through 6. Base your answers on the story “Betsy Brandon
Meets the President” and the poem “Washington.”
The correct answer for each multiple-choice question is circled. To the left of each answer
choice is the percentage of students who chose that answer.
1
�
8%
A. Washington played by the river, but Betsy played at home.
6%
B.
Washington practiced marching, but Betsy prepared tasty meals.
1%
C.
Washington practiced birdcalls, but Betsy listened for passing coaches.
05LAA228MB417
3019180
84%
Right
Based on the story and the poem, how was Washington’s life as a child
different from Betsy Brandon’s life?
�
D. Washington spent his days playing, but Betsy spent her days helping
at home.
Benchmark
Content Focus
LA.A.2.2.8
reference information (multiple sources)
Content
Difficulty
Moderate
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FCAT Reading Released Test Book
2
�
7%
05LAE122MB405
3019168
31%
51%
Left
12%
Which event from the story FIRST prepares the reader for something
unexpected to happen?
F.
Betsy watched the family buggy leave.
G. The coach stopped in front of the house.
�
H. Betsy wondered what the rumbling noise was.
I.
People were excited about seeing an important man.
Benchmark
Content Focus
LA.E.1.2.2
plot development
Content
Difficulty
Moderate
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FCAT Reading Released Test Book
3
�
Read this sentence from the story.
As it came near, Betsy felt herself drawn down the pathway to get a
better view.
05LAA123MB517
3020769
In which sentence below does the word view have the same meaning as it
does in “Betsy Brandon Meets the President”?
15%
9%
B.
The report clearly states the writer’s point of view.
3%
C.
The defense lawyer’s speech affected the judge’s view of the situation.
73%
Right
A. Direct your view to the second picture on the left.
�
D. The guests can get a view of the garden by looking out of the window.
Benchmark
Content Focus
LA.A.1.2.3
synonyms
Content
Difficulty
Moderate
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4
�
The author of the story describes Washington as having a face that is “stern
and deeply lined” and eyes that are “warm and friendly.” What does this lead
the reader to believe?
05LAA221MB326
3019167
23%
56%
14%
Left
7%
F.
�
Washington was always polite to others, even when he was worried.
G. Washington’s experiences in life had made him tough, but he remained a
kind person.
H. Washington was difficult to know because his looks were so different
from his personality.
I.
Washington’s hardships as a soldier made him older than he really was,
but he continued to serve his country.
Benchmark
Content Focus
LA.A.2.2.1
main idea/essential message
Content
Difficulty
Moderate
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5
�
Read these lines from the poem “Washington.”
He said that the bugles called his name,
He knew that his country needed him,
05LAA222MB413
3019176
The poet includes these lines to show that Washington
16%
6%
B.
wanted to travel the country.
1%
C.
played a musical instrument.
77%
Right
A. heard the sounds of nature.
�
D. felt patriotic toward his country.
Benchmark
Content Focus
LA.A.2.2.2
author’s purpose
Content
Difficulty
Moderate
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6
�
Read these lines from the poem “Washington.”
Perhaps when the marches were hot and long
He’d think of the river flowing by
05LAA222MB414
3019177
The poet includes these lines to suggest that whenever Washington felt weary
and tired, he would
F.
21%
G. cool himself in a river.
6%
61%
Left
find shade by a river.
12%
H. change his travel route to follow a river.
�
I.
recall a childhood experience about a river.
Benchmark
Content Focus
LA.A.2.2.2
author’s purpose
Content
Difficulty
Moderate
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FCAT Reading Released Test Book
Read the article “What Is an Ecosystem?” before answering Numbers
7 through 16.
What Is an Ecosystem?
by Susan Quinlan
WIE05.PAR1
Plants help animals by making food from
sunlight, air, water, and soil minerals.
Different animals help plants by carrying
their pollen or seeds, or by enriching the soil
with their droppings. All the plants, animals,
and other living things in one place interact
with one another in many ways. They fit
together like the pieces of a threedimensional puzzle. Scientists call this
puzzle an ecosystem. An ecosystem includes
a place, all the living things in it, and all the
connections among them.
ArtCodes
WIE05.PAR1
Right
Because there are so many connections in an
ecosystem, it can be hard to figure out
exactly how it works. Scientists were
puzzled, for example, by the underwater
ecosystems around two Aleutian islands that
lie near each other. Amchitka and Shemya
Islands are surrounded by rocky ocean floor
and clear water of the same temperature
and saltiness. Since the places are nearly
identical, one would expect to find similar
life there. Instead, the two islands have very
different ecosystems.
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WIE05.PAR2
ArtCodes
WIE05.PAR2
survived. After decades of protection, they
finally returned to Amchitka. But they had
not yet reached Shemya when the scientists
were there.
The ecosystem around Amchitka Island has
dense underwater forests of giant kelp (a
plant-like organism that lives in the ocean).
It has a large population of shrimp-like
animals and fish, thousands of sea otters,
bald eagles, and lots of seals. In contrast,
Shemya Island has no sea otters, few seals,
and no bald eagles. Underwater, there is
almost no giant kelp, few shrimp-like
animals, and few fish. Instead, the rocky
ocean floor is carpeted with bottomdwelling, hard-shelled animals, such as sea
urchins, barnacles, and blue mussels.
The scientists discovered that the sea otters
triggered a series of ecosystem changes.
These diving mammals eat many different
underwater animals, including sea urchins.
Any large urchins that venture into
nearshore waters where the sea otters dive
are quickly eaten.
On Shemya, however, where there are no
sea otters, the ocean floor is patrolled by
hordes of sea urchins. Sea urchins eat giant
kelp. They also gnaw through the anchoring
base of the kelp. Without an anchor to the
ocean bottom, the kelp soon washes ashore
and dies. So giant kelp can’t survive in
places like Shemya.
Why are the ecosystems around these
islands so different? The scientists
discovered that all the differences arose
because Shemya lacked a single animal
species—the sea otter. Sea otters
disappeared from the islands in the late
1800s when hunters killed them for their
thick, soft fur. Fortunately, a few sea otters
Russia
Canada
Arctic Ocean
Alaska
laska
of A
f
l
u
G
Bering Sea
Al e ut
ia n
Is
d
la n
N
s
W
E
S
Pacific Ocean
Shemya
Island
Left
Amchitka
Island
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WIE05.PAR3
ArtCodes
WIE05.PAR3
On Amchitka, where sea otters limit sea
urchin numbers, a giant kelp forest thrives.
A kelp forest slows ocean currents and
makes waves smaller, creating pockets of
calm water. Shrimp-like animals flourish in
this quiet water and feast on dead kelp. In
contrast, bottom-dwelling animals, like
barnacles and mussels, are smothered by
sand and silt that settles to the bottom in
calm water. Many kinds of fish feed on
shrimp-like animals, so there are more fish
in kelp forests. Since harbor seals and eagles
eat fish, more of them live around kelp
forests, too.
An ecosystem isn’t just a collection of plants
and animals in a particular place—it’s a
system of connections. The invisible
connections that link the living and non­
living parts are what keep the ecosystem
working. Just as the absence of sea otters
dramatically changed the underwater world
around Shemya Island, seemingly small
changes in any ecosystem can make many
surprising things happen.
Because nature’s connections are so
complicated and because we know so little
about them, scientists often can’t predict
what will happen when humans change
nature. Often we discover nature’s
connections only after we break them—or
later, when we try to put nature back
together through ecosystem restoration.
Right
“What Is an Ecosystem?” by Susan Quinlan, from Muse, January/February 1998. Text copyright © 1998 by Susan Quinlan. Reprinted by permission of the
author.
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FCAT Reading Released Test Book
Answer Numbers 7 through 16. Base your answers on the article “What Is
an Ecosystem?”
The correct answer for each multiple-choice question is circled. To the left of each answer
choice is the percentage of students who chose that answer.
7
�
05LAA221MB158
Which sentence tells the main idea of this article?
6%
A. Sea urchins are important to a healthy island ecosystem.
7%
B.
Hunters in the 1800s changed the island ecosystems forever.
10%
C.
Sea otters, seals, and sea urchins live in the same ecosystem.
3018535
Left
77%
�
D. Changes in nature can produce unexpected results in an ecosystem.
Benchmark
Content Focus
LA.A.2.2.1
main idea/essential message
Content
Difficulty
Moderate
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8
�
10%
Right
People should avoid activities that may harm an ecosystem.
G. Ecosystems need change in order to stay strong and healthy.
16%
9%
�
F.
65%
05LAA222MB164
3018541
With which statement would the author of “What Is an Ecosystem?” most
likely agree?
H. Ecosystems can never be repaired once they have been damaged.
I.
Scientists should be able to predict the effects of changes on ecosystems.
Benchmark
Content Focus
LA.A.2.2.2
author’s point of view
Content
Difficulty
High
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9
�
12%
05LAA123MB162
58%
3018539
16%
Left
13%
Which two words from the article have OPPOSITE meanings?
A. gnaw, feast
�
B.
series, single
C.
washes, settles
D. system, collection
Benchmark
Content Focus
LA.A.1.2.3
antonyms
Content
Difficulty
Moderate
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10
�
F.
3%
G. along the coast of Canada.
10%
78%
Right
along the coast of Russia.
9%
05LAA228MB166
3018543
By reading the article and looking at the map, you can tell that Shemya and
Amchitka Islands are located
H. between the Arctic Ocean and the Bering Sea.
�
I.
between the Pacific Ocean and the Bering Sea.
Benchmark
Content Focus
LA.A.2.2.8
reference information (multiple sources)
Content
Difficulty
Moderate
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11
�
64%
05LAA227MB159
How are the islands Amchitka and Shemya alike?
�
A. Similar water surrounds both islands.
B.
Sea otters have returned to both islands.
13%
C.
Kelp beds have grown around both islands.
14%
D. Similar fish populations live around both islands.
9%
Left
3018536
Benchmark
Content Focus
LA.A.2.2.7
comparison
Content
Difficulty
Moderate
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12
�
7%
05LAE221MB167
3018544
66%
14%
Right
13%
What caused the sea life around Amchitka Island and Shemya Island to be
so different?
F.
�
Bald eagles prefer to nest on Shemya Island.
G. The sea otters returned to only Amchitka Island.
H. Shrimp-like animals grow larger around Shemya Island.
I.
The water temperature is warmer around Amchitka Island.
Benchmark
Content Focus
LA.E.2.2.1
cause/effect
Content
Difficulty
Moderate
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13
�
05LAA221MB157
According to the article, which event happened first?
15%
A. Otters were protected on Amchitka.
12%
B.
Sea urchins ate the giant kelp forests.
15%
C.
Sea urchin numbers grew around Shemya.
3018534
Left
58%
�
D. Otters nearly disappeared from the islands.
Benchmark
Content Focus
LA.A.2.2.1
chronological order
Content
Difficulty
Low
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14
�
15%
05LAA221MB163
3018540
44%
26%
Right
15%
Which detail from the article helps show how a sea otter’s diet can protect
kelp forests?
F.
�
Seals live in the kelp forests.
G. Sea urchins eat and destroy kelp.
H. Shrimp-like animals eat dead kelp.
I.
Fish make their homes in kelp forests.
Benchmark
Content Focus
LA.A.2.2.1
details/facts
Content
Difficulty
High
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15
�
Read this sentence from the article.
On Amchitka, where sea otters limit sea urchin numbers, a giant kelp
forest thrives.
05LAA123MB168
3018545
This sentence means the sea otters
13%
A. compete with sea urchins for food.
17%
B.
keep track of sea urchins in the kelp.
C.
keep the sea urchin population down.
55%
Left
15%
�
D. find sea urchins that live in kelp forests.
Benchmark
Content Focus
LA.A.1.2.3
analyze words/text
Content
Difficulty
Moderate
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16
�
Read these sentences from the article.
A kelp forest slows ocean currents and makes waves smaller, creating
pockets of calm water. Shrimp-like animals flourish in this quiet water
and feast on dead kelp.
05LAA123MB172
3018549
What does the word flourish mean?
53%
Right
12%
�
F.
grow well
G. seek warmth
14%
H. become quiet
21%
I.
avoid enemies
Benchmark
Content Focus
LA.A.1.2.3
analyze words/text
Content
Difficulty
Moderate
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Read the passage “Ernie Hanato, Paniolo” before answering Numbers
17 through 24.
Ernie Hanato,
Paniolo
EAP05.PAR1
My name is Ernesto Santiago Hanato. I’m the sixth
Ernesto Santiago in my family. I’ve been a cowboy all
ArtCodes
EAP05.PAR1
my life.
We’re Hawaiian cowboys. Our family has lived on the islands for 200 years.
When Hawaii was a country, the king sent for Mexican cowboys to help round
up wild cattle. Because these first cowboys spoke Spanish, or “Español,” the
native Hawaiians called them “paniolos.”
I live just outside the town of Makawao, which means “the edge of the forest.”
We can see the ten-thousand-foot-high volcano Haleakala with fat white, red,
and black cattle grazing on its slopes and in the fields below.
Grandpa Ernie taught me to ride. I remember sitting in front of him in the
saddle as we rode around the ranch, riding in parades, and going on trail rides.
On the trail rides, generations of paniolos would sing Hawaiian songs and play
ukuleles, tiny Hawaiian guitars. Grandpa would sing, “Malia malia, pipi, malia
malia, kamalii. Slow and easy, cattle, slow and easy, little calves.”
Back then, Grandpa Ernie rode Guapo, a yellow-brown horse. Guapo kept the
cattle moving in one direction and nothing ever startled him. They worked
like two halves of a whole, Guapo knowing what to do even before Grandpa
Left
told him.
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Then Grandpa Ernie bought Adela, a gentle mare the color of a dark coffee
bean. When Grandpa Ernie got Adela, he gave me Guapo. And when Adela had
her foal, my Grandpa Ernie announced, “Your filly is here!” Excitedly I ran to
the barn. “Malia, malia, Ernie,” Grandpa Ernie urged. “Take it slow and easy.”
EAP05.PAR2
My mother remarked, “She looks just like Adela. Why don’t we name her
Adelita but call her Addie for short?” We did.
ArtCodes
EAP05.PAR2
Grandpa Ernie said I could go into Addie’s pen anytime—as long as I spoke
and moved quietly. “You must show her you are her friend. Tell her not to be
afraid.” Addie was curious. Sometimes she came right up to sniff me, then
kicked her heels and ran away on her long, awkward legs.
I kept riding Guapo and learning how to be a cowboy, working alongside
Grandpa Ernie and the other paniolos, penning the new calves and doing other
cowboy jobs. On holidays we wore our hats with bands of flowers and the
horses’ necks were ringed with flowered leis. The women and girls wore colorful
riding costumes too.
I went to the pasture daily to visit Addie. She played chase with me, learned to
eat oats from my hand, and let me lead her with the halter I put around her
head. She got used to the sound of my voice and waited for me when the school
bus dropped me off. I even did my homework outdoors sitting close to her.
I was ten when Addie started coming up to the yard to find us. One day, she
pushed the door open with her nose and stuck her face into the house. She
came right into the kitchen and nibbled some bread. “Ernie! No horses in the
Right
kitchen!” Mama warned.
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Grandpa Ernie smiled. “Ernie, let’s give Addie a different supper.” He took
hold of Addie’s halter and led her out by the barn. “Go get a bucket of oats,” he
told me.
I thought, This isn’t a different supper. Oats are always supper!
EAP05.PAR3
“Stand here with the bucket of oats. Let her keep eating. Keep rubbing her
coat, just like you always do.” He returned from the barn, holding a blanket
ArtCodes
EAP05.PAR3
and my saddle.
“Grandpa Ernie, what are you doing? She’s never had a saddle on!”
“Just keep talking to her.” My grandpa lifted the saddle blanket over Addie’s
back. I kept rubbing her, and she kept munching oats. When he lifted the
saddle onto her back, she didn’t care a bit. Grandpa and I stood talking quietly
a few minutes. Then Grandpa began to pull the girth that held the saddle ever
so slowly, tighter and tighter until the saddle was snug. “Walk with the
bucket,” he directed. Grandpa Ernie moved alongside her, holding his arm
across the saddle and leaning against her as he walked. Addie looked back at
him, as if to ask, “Is this a new game?”
Grandpa Ernie said, “Now, I’ll hold the lead rope, and you set your foot in that
stirrup. Put a little weight on it.”
I replied, “I’m a little scared, Grandpa.”
Grandpa answered, “She’s fine. See how relaxed she is. I’ve got her.” When I
placed my foot in the stirrup, I felt myself shivering, so I leaned closer to
Left
Addie’s middle. I put more weight into the stirrup. “Sing to her, Ernie.”
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I sang, “Malia, slow and easy, Addie.”
“Swing on up into the saddle, Ernie.”
“Are you sure?”
EAP05.PAR4
“I’ve got her. Just keep singing and she’ll keep eating.” I pulled myself onto her
back. Grandpa went on, “Now, we’ll just go for a little walk. Malia, malia,
ArtCodes
EAP05.PAR4
Adelita.” Then he gently looped a halter rope over Addie’s neck, and hooked its
ends into the halter rings. “I’ll hold on, Ernie. But you take the rope and use it
like a rein.”
Everything was quiet except for Addie’s footsteps and my grandpa’s voice.
When I looked down again, my grandpa had let go. I was riding Addie.
“Malia, Addie, slow and easy,” Grandpa Ernie repeated. “Now you’re partners.
Now she really is your little filly.”
Right
“Ernie Hanato, Paniolo,” property of the Florida Department of Education.
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Answer Numbers 17 through 24. Base your answers on the passage “Ernie
Hanato, Paniolo.”
The correct answer for each multiple-choice question is circled. To the left of each answer
choice is the percentage of students who chose that answer.
17
�
7%
05LAA221MD450
3142364
80%
7%
Left
6%
In the passage, which of the following happens FIRST when preparing Addie
to be ridden for the first time?
A. Ernie puts weight on the stirrup and sings to Addie.
�
B.
Ernie feeds Addie oats and talks to her to get her to relax.
C.
Grandpa puts his arm over Addie’s back and leans against her.
D. Grandpa places a halter rope over Addie’s neck and hooks it into
the rings.
Benchmark
Content Focus
LA.A.2.2.1
chronological order
Content
Difficulty
Low
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18
�
3%
05LAA221MD456
29%
3142377
54%
Right
14%
The purpose of the girth as described in this passage is to
F.
keep the horse going in a circle.
G. guide the horse in the right direction.
�
H. keep the saddle in place on the horse.
I.
help the rider step up into the saddle.
Benchmark
Content Focus
LA.A.2.2.1
details/facts
Content
Difficulty
Low
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19
�
9%
05LAA123MD463
3142395
14%
70%
Left
7%
When Grandpa is getting Addie ready to be ridden for the first time, what is
the MOST likely reason he puts his arm over her back and leans on her?
A. Grandpa is giving Addie a hug to make her feel comfortable.
B.
Grandpa is checking the saddle on Addie to see if it is properly fixed.
C.
Grandpa is getting Addie used to feeling weight and pressure on
her back.
�
D. Grandpa is trying to push Addie to the side so that he can adjust
the saddle.
Benchmark
Content Focus
LA.A.1.2.3
analysis/inferences
Content
Difficulty
Low
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20
�
1%
05LAA221MD455
3142376
10%
83%
Right
6%
In the passage, when Ernie climbs into the saddle on Addie’s back, what
feeling does he show that he has never felt before around Addie?
F.
anger
G. joy
�
H. nervousness
I.
peace
Benchmark
Content Focus
LA.A.2.2.1
details/facts
Content
Difficulty
Low
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21
�
12%
05LAE221MD541
79%
3144258
5%
Left
4%
What is the MOST important result of Ernie’s daily visits to Addie?
A. Addie expects Ernie to feed her.
�
B.
Addie comes to know and trust Ernie.
C.
Addie learns to play chase in the pasture.
D. Addie walks into the kitchen and eats bread.
Benchmark
Content Focus
LA.E.2.2.1
cause/effect
Content
Difficulty
Low
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22
�
72%
05LAE123MD461
8%
How are Ernie and Grandpa different in this passage?
�
F.
Ernie is often excited, but Grandpa Ernie is calm.
G. Ernie is usually impatient, but Grandpa Ernie is stern.
3142391
15%
Right
6%
H. Ernie tries to hide his feelings, but Grandpa Ernie shows his feelings.
I.
Ernie often upsets his mother, but Grandpa Ernie keeps things peaceful.
Benchmark
Content Focus
LA.E.1.2.3
similarities/differences (characters)
Content
Difficulty
High
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23
�
16%
05LAA222MD452
3142368
6%
76%
Left
2%
With which of the following statements would the author of “Ernie Hanato,
Paniolo” MOST likely agree?
A. Hawaiian cowboys learn to ride horses while they are young.
B.
Hawaiian cowboys have different jobs than Mexican cowboys.
C.
The best way to train horses is to be gentle and earn their trust.
�
D. Small horses should be allowed to wander wherever they want.
Benchmark
Content Focus
LA.A.2.2.2
author’s point of view
Content
Difficulty
Moderate
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24
�
05LAA221MD451
This passage is MOSTLY about how
Hawaiian cowboys celebrate holidays.
1%
F.
6%
G. Hawaiian cowboys came to be called paniolos.
9%
H. Grandpa trains and rides horses the Hawaiian way.
3142366
Right
84%
�
I.
Ernie becomes a Hawaiian cowboy and gets his own filly.
Benchmark
Content Focus
LA.A.2.2.1
main idea/essential message
Content
Difficulty
Moderate
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FCAT Reading Released Test Book
Read the article “The Secret of Summer” before answering Numbers
25 through 30.
The Secret of Summer
SUM05.PAR1
ArtCodes
SUM05.PAR1
By Sandra Markle
Left
You don’t want to miss a minute of
this season, and you can be ready for it
if you watch for the signs. Even if you
live where the weather doesn’t make a
dramatic change, you’ll start to see lots
of little clues. Bare trees will leaf out,
and plants that never lost their leaves
will sprout new growth. Flowers will
bloom, and birds—familiar feathered
friends that haven’t been around all
winter—will be back. If you really keep
your eyes open, you’ll see all kinds of
animal babies, because summer is a
good season for young animals to grow
up. However, even surer signs than
these are:
1. The constellations you see at night
will be in different positions in the sky.
2. It will be daylight longer.
These facts reveal the reason for
summer. This season happens because
the earth is tilted and because it’s
orbiting the sun. To find out the secret
of how this causes summer, try this
investigation. Stick a toothpick through
the center of a marshmallow. Then,
hold the pick near the top and keep it
pointing straight up and down while
you move the marshmallow in a slow
orbit around a glowing lightbulb. Notice
how both the upper and the lower half
of the marshmallow are brightly lit
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SUM05.PAR2
ArtCodes
SUM05.PAR2
during the complete trip. If this model
represented the way the earth orbits the
sun, winter and summer would be just
alike.
In fact, that’s the way it is at the
equator—hot and sunny all the time.
However, to make the model simulate
the earth’s real position, you’ll need to tip
the marshmallow so the top end of the
pick points away from the bulb. Keep it
tilted while you repeat the orbit and
watch closely. Through part of its course,
the lower half of the marshmallow
receives more direct light. Then, the
marshmallow moves to a position where
the top half is aimed at the lightbulb.
Whichever of the earth’s hemispheres—
northern or southern—is receiving direct
radiation from the sun has summer.
The earth takes 365 14 days to
complete one orbit of the sun, and
during that time the earth’s position in
space is constantly changing. Because
of the earth’s tilt, this orbital shift is
enough to make the angle at which
the sun’s rays strike the earth a little
different each day. It also makes the sun
rise and set in a slightly different place
on the horizon. Twice during each orbit,
the sun rises exactly due east and sets
exactly due west. Those two days are
called the vernal (spring) equinox and
the autumnal (fall) equinox. These days
are called equinoxes because the hours
of daylight and darkness are equal.
Orbit the tipped marshmallow again.
Can you find the two points when the
effect of the tilt is the least—the
equinoxes?
After the spring equinox, the sun rises
a little to the north of east each day and
sets a little to the south of west. The
more to the north the sun rises, the
greater the arc it traces across the sky
before setting. This means more hours
of daylight—more hours of direct solar
energy to heat up the earth. Although
the days are warm long before this
official date, summer begins in the
northern hemisphere on June 21. That’s
the summer solstice, the longest day of
the year, when the earth’s North Pole is
pointed most directly toward the sun.
Ninety-three days and approximately
fifteen hours later, summer ends on
September 23, the autumnal equinox.
If you live in the southern hemisphere,
June 21 is the shortest day of the year
for you. December 21 is the longest day.
Right
“The Secret of Summer” by Sandra Markle, copyright © by Sandra Markle. Reprinted by permission of the author.
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Answer Numbers 25 through 30. Base your answers on the article “The Secret
of Summer.”
The correct answer for each multiple-choice question is circled. To the left of each answer
choice is the percentage of students who chose that answer.
25
�
Read this sentence from the article.
However, to make the model simulate the earth’s real position, you’ll
need to tip the marshmallow so the top end of the pick points away
from the bulb.
05LAA123M1107
2284467
Which word has almost the SAME meaning as simulate?
15%
A. change
12%
B.
control
C.
match
64%
Left
10%
�
D. orbit
Benchmark
Content Focus
LA.A.1.2.3
synonyms
Content
Difficulty
Moderate
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26
�
The author asks readers to move the marshmallow in a circle around the
lightbulb in two experiments. How is the second experiment DIFFERENT
from the first?
05LAE123M1118
2284842
F.
6%
G. The toothpick is bent.
83%
5%
Right
The circle is bigger.
6%
�
H. The marshmallow is tilted.
I.
The lightbulb is turned off.
Benchmark
Content Focus
LA.E.1.2.3
similarities/differences (events)
Content
Difficulty
High
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27
�
74%
05LAE221M1109
8%
Why do the sun’s rays strike the earth at a slightly different angle each day?
�
B.
The sun traces an arc across the sky.
C.
The constellations change over time.
A. The earth orbits the sun at a tilt.
2284887
8%
Left
11%
D. The horizon shifts throughout the year.
Benchmark
Content Focus
LA.E.2.2.1
cause/effect
Content
Difficulty
Moderate
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28
�
53%
05LAA221M1114
18%
What change occurs immediately AFTER the spring equinox?
�
F.
The sun sets later, so days become longer.
G. The sun sets early, so days become shorter.
Right
2284564
14%
H. The North Pole begins to point away from the sun.
16%
I.
The sun shines brighter so the earth’s temperature rises.
Benchmark
Content Focus
LA.A.2.2.1
chronological order
Content
Difficulty
Moderate
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29
�
20%
05LAA222M1369
8%
2284704
58%
Left
14%
With which statement would the author MOST likely agree?
A. The best place to observe the secret of summer is at the equator.
B.
Scientific experiments should be performed only by trained scientists.
C.
Household objects can be used to help people understand scientific facts.
�
D. It is difficult to observe the secret of summer in the southern hemisphere.
Benchmark
Content Focus
LA.A.2.2.2
author’s point of view
Content
Difficulty
High
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30
�
8%
05LAA221M1116
What is the main idea of this article?
F.
As the earth’s tilt changes, sunlight decreases.
11%
G. As the seasons change, so do the constellations.
21%
H. A simple model can show how the earth orbits the sun.
2284565
Right
59%
�
I.
The seasons are caused by the movement and tilt of the earth.
Benchmark
Content Focus
LA.A.2.2.1
main idea/essential message
Content
Difficulty
Moderate
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FCAT Reading Released Test Book
Read the story “What Are You Figuring Now?” before answering Numbers
31 through 38 .
A Story About Benjamin Banneker
by Jeri Ferris
illustrations by Amy Johnson
WAF05.PAR1
ArtCodes
Left
WAF05.PAR1
For several years, Benjamin planted and weeded and watered. He helped his
neighbors when they needed to write letters or figure their bills. Benjamin still
loved numbers. To keep his mind busy, he made up complicated math puzzles
using numbers and plants and animals.
That fall, as usual, Benjamin rode to the nearby trading town of Elkridge
Landing for supplies. He couldn’t wait to get to the end of the bumpy dirt road that
wound through the tree-covered hills and buy the things his mother wanted. Then
he could have a good, long talk with the folks in town. The truth was, as much as
Benjamin loved his mother and father and three sisters, what he really enjoyed was
talking about books or math problems or what was happening in other parts of
the colonies.
It was about 10 o’clock by the sun when Benjamin tied his horse outside the
store and pushed the door open. He tucked his hat under his arm, ordered a bolt of
white cloth for his mother, and looked around for someone to talk to.
He saw a man he knew sitting by the salt barrel. Benjamin’s heart jumped like a
rabbit when he saw what the man had in his hand. It was a gold watch! Benjamin
had always wanted to figure out how clocks and watches worked.
The man saw Benjamin staring at the gold watch. “Good morning,” he said as
Benjamin walked over, “do you have a new math puzzle today? I never did figure
out the last one!” Benjamin laughed, and then he sat down for a good talk.
Late that afternoon, Benjamin rode home, slowly. He didn’t want to harm the
watch that his friend had let him borrow. It was wrapped in some of his mother’s
white cloth and tucked way down in his pocket. Even so, Benjamin thought he
could hear the watch ticking steadily, echoing his own heartbeat.
That night after supper, Benjamin carefully laid the watch on the rough wooden
table. His three sisters watched from the other side of the table.
Benjamin pulled the candle closer. “This is a watch,” he said. “A man in town lent
it to me, and now I’m going to take it apart and draw the pieces. Then I’ll put it back
together again.” Benjamin held his breath and gently took the back off the watch.
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WAF05.PAR2
ArtCodes
WAF05.PAR2
Every evening for a week,
Benjamin sat at the table
with the watch, a candle, his
quill pen and ink, and paper.
He copied each tiny wheel
and gear and pin. He
memorized how they fit
together and how the watch
worked. When the week
was up, he put the pieces
back together and returned
the watch to its owner.
Then Benjamin got a good
night’s sleep.
The next day when the
farm work was done,
Benjamin went into the
woods. His feet crunched the
crisp red and orange leaves
covering the ground as he
looked for just the right
pieces of wood. Not too old,
not too dry, not too green,
not too soft. Just right.
Right
For two years, Benjamin farmed all day and
worked on his wood pieces at night. Sometimes
a piece broke, no matter how carefully he
carved. Sometimes the wood was too green and
curled up, no matter how carefully he chose the
pieces. Then Benjamin had to start that piece all
over again.
In 1753, two years after he had borrowed the
gold watch, Benjamin put all the pieces
together. He remembered just how each one had
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WAF05.PAR3
ArtCodes
Left
WAF05.PAR3
fit into the next one in the watch. When he was finished, they fit perfectly, like the
pieces of a puzzle. He built a case, put the gears and wheels and pins inside just so,
and added a bell made of iron. Benjamin had made his own clock.
Benjamin’s neighbors heard about his wooden clock. They came to see it and
listen to it and talk to the 22-year-old farmer who had made it. People in Elkridge
Landing heard about the clock, and they came to see it. People in Joppa heard
about the clock, and they came to see it.
Unfortunately, Benjamin didn’t have time to talk about this clock. He had more
work to do than ever. His father, Robert, was not strong enough to do any farm
work. There was no one to help Benjamin take care of the one-hundred-acre farm,
with its tobacco, corn, wheat, fruit trees, horses, cows, and bees.
In 1759, his father died. Now the farm belonged to Benjamin. His sisters had
grown up, married, and moved to homes of their own, and only his mother was
left. She still laughed and sang as she worked in the garden. She made candles as
fast as Benjamin could use them, and she sewed new white shirts for him to wear.
Benjamin farmed, taught himself to play the violin and the flute, and made up
harder and harder math puzzles in his head. When he had time, he would ride into
town to buy supplies and hear the latest news about what was happening in the
other colonies.
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FCAT Reading Released Test Book
Who Was Benjamin Banneker?
Benjamin Banneker was a farmer, inventor, astronomer, writer and antislavery
supporter. Banneker created the first American-built striking clock, invented the first
Farmers’ Almanac and actively spoke out against slavery.
WAF05.PAR4
Benjamin Banneker was born in Maryland on November 9, 1731. His father and
grandfather were former slaves.
ArtCodes
WAF05.PAR4
Banneker started life as a hard-working farmer. However, his interest in math and
solving puzzles lead to many great accomplishments.
Timeline of Benjamin Banneker’s Life
1731
Banneker is born.
1753
Banneker constructs wooden striking clock.
1775
American Revolutionary War begins.
1783
American Revolutionary War ends.
1788
Banneker starts to study astronomy.
1789
Banneker predicts solar eclipse.
George Washington becomes president.
1791
Banneker helps design Washington, D.C.
1797
John Adams becomes president.
1801
Thomas Jefferson becomes president.
1806
Banneker exchanges letters with Thomas Jefferson
about opposition to slavery and dies later that year.
Right
From What Are You Figuring Now?: A Story about Benjamin Banneker by Jeri Ferris; illustrated by Amy Johnson. Text copyright 1988 by Jeri Ferris;
illustrations copyright 1988 by Carolrhoda Books, Inc. Used by permission of Carolrhoda Books, Inc., a division of Lerner Publishing Group. All rights reserved.
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Answer Numbers 31 through 38. Base your answers on the story “What Are You
Figuring Now?”
The correct answer for each multiple-choice question is circled. To the left of each answer
choice is the percentage of students who chose that answer.
31
�
7%
05LAA222MI065
3178730
A. show the influence Benjamin Banneker’s family had on him.
15%
B.
present reasons for Benjamin Banneker’s fascination with clocks.
9%
C.
explain Benjamin Banneker’s reasons for becoming a mathematician.
68%
Left
The MOST likely reason the author wrote “What Are You Figuring Now?”
was to
�
D. give an example of Benjamin Banneker’s determination and intelligence.
Benchmark
Content Focus
LA.A.2.2.2
author’s purpose
Content
Difficulty
Moderate
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32
�
4%
05LAE122MI063
20%
3178728
59%
Right
17%
Benjamin especially looked forward to going to the store to
F.
avoid farm chores.
G. purchase white cloth.
�
H. meet interesting people.
I.
show his new clock to others.
Benchmark
Content Focus
LA.E.1.2.2
plot development
Content
Difficulty
Moderate
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33
�
Read this sentence from the story.
It was about 10 o’clock by the sun when Benjamin tied his horse
outside the store and pushed the door open.
05LAA123MI051
3178716
What does the author tell the reader with the phrase by the sun?
4%
22%
66%
Left
8%
A. The store had a clock shaped like the sun.
B.
Benjamin read the clock by the light of the sun.
C.
The time of day was estimated by the position of the sun.
�
D. Benjamin was expected to arrive at the store after the sun rose.
Benchmark
Content Focus
LA.A.1.2.3
analyze words/text
Content
Difficulty
Moderate
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34
�
16%
05LAA123MI061
3178726
73%
5%
Right
6%
Why did Benjamin MOST likely hold his breath when he took the back off
the watch?
F.
�
He feared moisture might damage the inside of the watch.
G. He was very nervous about taking apart a precious object.
H. He wanted to time how long it would take to finish the job.
I.
He was worried that broken watch parts would fly into his face.
Benchmark
Content Focus
LA.A.1.2.3
analysis/inferences
Content
Difficulty
Moderate
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35
�
8%
05LAE122MI057
58%
3178722
9%
Left
25%
Why did Benjamin get a good night’s sleep after he returned the watch?
A. The loud ticking of the watch kept Benjamin awake at night.
�
B.
Benjamin stayed up every night that week to sketch the watch.
C.
The watch was so valuable that Benjamin had guarded it at night.
D. Benjamin had been too nervous about the watch to sleep well at night.
Benchmark
Content Focus
LA.E.1.2.2
plot development
Content
Difficulty
Moderate
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36
�
13%
05LAE221MI062
8%
3178727
71%
Right
7%
Benjamin’s mother made so many candles because
F.
she needed light in order to sew shirts at night.
G. she could sell the candles to bring in extra money.
�
H. Benjamin needed them at night to work on his projects.
I.
Benjamin could use candles to make his wooden clock run.
Benchmark
Content Focus
LA.E.2.2.1
cause/effect
Content
Difficulty
Low
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37
�
13%
05LAA228MI060
3178725
66%
12%
Left
9%
About how long had the Revolutionary War been over when Benjamin
predicted a solar eclipse?
A. three years
�
B.
six years
C.
nine years
D. twelve years
Benchmark
Content Focus
LA.A.2.2.8
interpret graphical information
Content
Difficulty
Moderate
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38
�
26%
05LAA228MI059
49%
3178724
15%
Right
10%
What did Benjamin Banneker do while George Washington was president?
F.
�
He studied astronomy.
G. He helped design a city.
H. He built his wooden clock.
I.
He wrote letters against slavery.
Benchmark
Content Focus
LA.A.2.2.8
interpret graphical information
Content
Difficulty
Moderate
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FCAT Reading Released Test Book
Read the article “Bricks” before answering Numbers 39 through 45.
BRK05.PAR1
ArtCodes
BRK05.PAR1
by Charlotte Foltz Jones
Left
In New York City the Empire State Building was constructed with over 10
million bricks.
The Great Wall of China stretches fifteen hundred miles and contains almost
4 billion bricks.
Bricks have been used for nine thousand to ten thousand years, making them
the oldest man-made building material.
Some archaeologists believe that the first bricks were made by accident. They
were probably formed when mud or silt was deposited by the Nile River in Egypt.
After the mud hardened into slabs, the slabs cracked. When an Egyptian walking
along the Nile saw the slabs, he realized they could be shaped into blocks and used
for building.
Some of the ancient bricks that have been found are as strong as the bricks
manufactured today. The method of making bricks is still almost the same. Clay is
mined, crushed, and mixed with water. The thick goo is then shaped, dried, and
baked. Machines have made the crushing and mixing processes easier. Large ovens
have replaced the sun drying. But the basic procedure has changed very little.
Brick plants are built near clay deposits suitable for brick making. One site is
near the town of Malvern, Arkansas. Total production there is 150 million bricks a
year—so many that Malvern is called the Brick Capital of the World. The town
celebrates each year with a Brickfest.
There are even people who collect bricks. Their organization is called the
International Brick Collectors Association. There, adults as well as children from the
United States, Canada, Great Britain, New Zealand, and Australia share their interest
in bricks. But they don’t collect just any brick. They collect bricks that have names or
markings on them.
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BRK05.PAR2
ArtCodes
BRK05.PAR2
Anyone interested in old bricks can visit the General Shale Museum of Ancient
Brick, 3211 North Roan Street, Johnson City, Tennessee 37601.
This museum is free and open during standard business hours.
Right
“Bricks.” From Mistakes That Worked by Charlotte Foltz Jones. Copyright © 1991 by Charlotte Foltz Jones. Used by permission of Doubleday, a division of
Random House, Inc.
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FCAT Reading Released Test Book
Answer Numbers 39 through 45. Base your answers on the article “Bricks.”
The correct answer for each multiple-choice question is circled. To the left of each answer
choice is the percentage of students who chose that answer.
39
�
10%
05LAA222M5082
75%
2284710
10%
Left
4%
In order to show readers that bricks are old, the author includes
A. details about the Brick Capital of the world.
�
B.
a description of how bricks were probably first invented.
C.
an explanation of how brick buildings are manufactured.
D. instructions for joining the International Brick Collectors Association.
Benchmark
Content Focus
LA.A.2.2.2
author’s purpose
Content
Difficulty
Moderate
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FCAT Reading Released Test Book
40
�
66%
05LAA222M5083
7%
Why does the author begin with the examples of famous brick structures?
�
F.
to illustrate the worldwide use of bricks
G. to prove that oven-dried bricks are stronger
2284711
9%
Right
16%
H. to encourage tourists to visit brick buildings
I.
to show how bricks in various cities are alike
Benchmark
Content Focus
LA.A.2.2.2
author’s purpose
Content
Difficulty
Moderate
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41
�
16%
05LAE221M5081
73%
2284631
5%
Left
5%
What probably led the Egyptians to discover they could make and use bricks?
A. They identified a thick substance called clay.
�
B.
They noticed mud hardening into slabs and cracking.
C.
They invented ovens that provided a new source of heat.
D. They found ways to dam the river so it deposited more soil.
Benchmark
Content Focus
LA.E.2.2.1
cause/effect
Content
Difficulty
Moderate
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42
�
60%
05LAA221M5080
6%
As the FINAL step in brickmaking, the thick goo should be
�
F.
baked.
G. crushed.
2284630
5%
Right
28%
H. mined.
I.
shaped.
Benchmark
Content Focus
LA.A.2.2.1
chronological order
Content
Difficulty
Moderate
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43
�
64%
05LAA227M5084
2284769
15%
12%
Left
7%
According to the article, how has the process of manufacturing bricks
changed since bricks were first made?
�
A. Manufacturers today use machines.
B.
Manufacturers today use better materials.
C.
Manufacturers today make larger numbers of bricks.
D. Manufacturers today make bricks in different shapes.
Benchmark
Content Focus
LA.A.2.2.7
comparison
Content
Difficulty
Moderate
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44
�
05LAA221M5088
The people in Malvern like to collect bricks.
16%
F.
18%
G. The people in Malvern like to build with bricks.
2284941
52%
13%
Right
Why was Malvern, Arkansas, chosen as a place to establish a brick plant?
�
H. Malvern is located near clay that is good for making bricks.
I.
Malvern is near the General Shale Museum of Ancient Brick.
Benchmark
Content Focus
LA.A.2.2.1
details/facts
Content
Difficulty
Moderate
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45
�
9%
05LAA123M5087
2284940
11%
69%
Left
9%
A person would most likely visit the General Shale Museum of Ancient Brick
in order to
A. see bricks made near the Nile River.
B.
learn how to make bricks out of clay.
C.
look at bricks that have historical value.
�
D. join the International Brick Collectors Organization.
Benchmark
Content Focus
LA.A.1.2.3
analysis/inferences
Content
Difficulty
Low
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GRADE
5
Reading
Sunshine State Standards
Test Book
Released: Fall 2007
Last Used: March 2007
READING
S E C U R I T Y S TAT E M E N T
All materials in this book are CONFIDENTIAL and must be kept secure at all times. Duplication, reproduction,
and other unauthorized use of FCAT test books and answer books are prohibited. Test security requirements and
sanctions for security violations are established by Section 1008.24, Florida Statutes, and State Board of
Education Rule 6A.10.042, FAC. This statute and rule are reproduced in the FCAT Administration Manual.
Assessment and School Performance
Florida Department of Education
Tallahassee, Florida
Copyright © 2007 State of Florida Department of State