Grade 6
Assessment of Reading, Writing and Mathematics, Junior Division
Student Booklet
Language
Spring 2013
2
RELEASED SELECTIONS AND
ASSESSMENT QUESTIONS
Record your answers on the Multiple-Choice
Answer Sheet.
Please note: The format of
this booklet is different from
that used for the assessment.
The questions themselves
remain the same.
Language 2
Section C
Section C: Reading
Grade 6, Spring 2013
Iceberg Wranglers
June 2, 2000
St. John’s, Newfoundland
8:00 a.m.
I’m finally on board my Uncle Austin’s boat. It’s
not quite the cruise I imagined. It’s June, yet we are
wearing our winter jackets! When we arrived,
storm-force winds were blowing. Yesterday, waves
were still crashing over the sea wall in the outer
harbour. There haven’t been any boats out for days.
I wonder if our iceberg adventure will even happen.
The winds are supposed to die down later tonight. Uncle Austin says we’ll go by tomorrow
even though the ocean takes a while to calm down. Luckily the 15-metre Argo has a
trawler hull built for ocean waves. My uncle’s friend Jack, who retired from the
International Ice Patrol, has arranged for us to see an iceberg. We’ll be following a tugboat
owned by an oil company that has many oil rigs in the Grand Banks that need protection
from icebergs. Uncle Austin says that the tug may tow an iceberg! He calls it “a once in a
lifetime opportunity.”
June 3, 2000
5:00 a.m.
The winds have slowed down and the sun is already up. I’m tired but excited, since the trip
is a go. Uncle Austin’s friend has arrived. I hear the captain of the tug over the marine
radio. We’re all ready. “Pip Rudkin is in charge,” Jack says. “Pip is to icebergs what
Superman is to crime.” An ice-patrol plane has already flown over and surveyed the
iceberg and given the information to the oil company. They’ll use that information and
their ice tugboat to push the iceberg away and prevent it from coming into contact with
their oil-drilling platform.
We raise the anchor. St. John’s grows smaller while the waves grow higher. I am a little
afraid when Jack says, “Welcome to Iceberg Alley!” Seeing my face he says: “No worries.
With satellite images, photos from the plane and radar, they can pinpoint the iceberg and
give us precise details. Anyway, out of 30 000 icebergs calved, or broken, from glaciers
each year, only a few make it this far south. Years ago, in the fog and dark, sailors couldn’t
see them, but they could hear and smell them!”
Student Booklet: Language 2
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3
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Section C: Reading
Grade 6, Spring 2013
“Icebergs smell?” I’m amazed.
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“Like cucumbers!”
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I can’t imagine ice smelling.
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9:10 a.m.
We’re 80 kilometres east of St. John’s.
I’ve been wishing we were there for the
last hour, but at least it’s been smooth
sailing in the wake of the tug. We slow
down and hear “Iceberg to starboard!”
We all look to the right. Wow! I see my
very first iceberg! It looks like a huge
cliff, kind of bluish white and flat on top.
It looks big.
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“A small one, almost a bergy bit,” says Jack.
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“A bergy bit?” I ask.
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“It’s a piece of iceberg less than four metres high and 14 metres long. Tugs sometimes just
nudge bergy bits and growlers out of the way. Growlers are the smallest icebergs and sound
like an animal growling when the air trapped inside them escapes,” he continues.
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“I guess 15 000-year-old air smells like cucumbers,” I remark.
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We stay well back from the iceberg and use binoculars. Icebergs are dangerous and can roll
over in seconds with no warning. The tug cruises alongside the iceberg using side-scan
sonar to get a picture of the size and shape of the seven-eighths that lies beneath the
surface. I don’t want to think about how big it really is.
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The fun begins. The tug shoots huge water cannons at the berg. Nothing happens. Next
they use a “propeller wash,” with the engines on full power while the tug is in neutral, and
try to push the berg with the wash. We’re the only thing moving. It’s stubborn. Finally they
use a lasso and make a loop around the berg with rope as thick as a tropical snake. With
both ends joined at the tug’s stern, towing begins. “Doesn’t take much,” says Jack.
“A kilometre or two and the berg will be clear of a collision course.”
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We clap. Success! It’s just another day in the life of an ice tug, but an awesome day in
my life. Uncle Austin was right. Except, for me, this was a once is enough in a lifetime
opportunity. The only ice cube I want to see again is the one in my glass of juice.
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Written for EQAO.
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Student Booklet: Language 2
Grade 6, Spring 2013
Section C: Reading
1 Why does the narrator wonder if the “adventure will even happen” (paragraph 1)?
a Waves have damaged the boat.
b The wind continues to get stronger.
c The water has been rough for days.
d There have been only a few icebergs all year.
2 Who most likely pays for the icebergs to be moved?
a Pip Rudkin
b an oil company
c the captain of the tugboat
d the International Ice Patrol
3 What does the word “surveyed” mean (paragraph 3)?
a guided
b patrolled
c informed
d examined
4 In paragraph 3, why is the narrator tired?
a The narrator starts the adventure at 8:00 a.m.
b The narrator is exhausted from the hard work.
c The narrator is writing a journal entry at 5:00 a.m.
d The narrator cannot sleep because the boat is rocking.
5 Why does paragraph 8 start with the time only?
a It is not important to the journal entry.
b The narrator is finished writing for the day.
c It is the time when the crew sees an iceberg.
d The narrator is continuing from the previous entry.
Student Booklet: Language 2
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Section C: Reading
Grade 6, Spring 2013
6 Some icebergs are called “growlers” (paragraph 11) because they make growling noises when
a tugs nudge them.
b they release trapped air.
c they roll without warning.
d waves crash against them.
7 Why do oil rigs need protection from icebergs?
a Icebergs create large waves.
b Icebergs look like huge cliffs.
c Icebergs can roll over suddenly.
d Icebergs can growl like an animal.
8 How is the iceberg finally moved?
a It is broken off.
b It is towed by a tug.
c It is pushed by a tug.
d It is hit with water cannons.
9 What is the meaning of “propeller wash” as used in paragraph 14?
a the boat’s propeller making a loud noise
b the boat’s propeller making a spinning motion
c the boat’s propeller forcing water against an iceberg
d the boat’s propeller cleaning the water near an iceberg
10 What does the phrase “I don’t want to think about how big it really is” (paragraph 13) suggest about
the speaker?
a He is impressed by the age of the iceberg.
b He understands how difficult it is to lasso an iceberg.
c He is concerned by how little of the iceberg is visible.
d He is worried about the number of icebergs that break off each year.
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Student Booklet: Language 2
Grade 6, Spring 2013
Section C: Reading
11 Explain why the narrator states that “The only ice cube I want to see again is the one in my glass of
juice.” Use specific details from the text to support your answer. 12 Explain why the first journal entry is effective in creating a sense of adventure for the reader. Use
specific details and examples from the text to support your answer.
Student Booklet: Language 2
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Section C: Writing
Grade 6, Spring 2013
13 You are on the planning team for your school’s “Get Active Day.” Write a report for your teacher
describing in detail what is planned for the day.
Ideas for My Report
Write your answer on the next page.
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Student Booklet: Language 2
Grade 6, Spring 2013
Section C: Writing
Write your report here. Remember to check your spelling, grammar and punctuation.
Student Booklet: Language 2
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Section C: Writing
Grade 6, Spring 2013
Writing Multiple-Choice
14 Choose the sentence that does not belong
in the following paragraph.
(1) All I want to do after school is play
outdoors with my friends. (2) So, as soon
as the bell rings, I grab my books, head for
the door, rush home and get my homework
done. (3) I often have homework assignments
on the weekend too. (4) I like to stay outside
until I am called in for dinner.
a Sentence 1
b Sentence 2
c Sentence 3
d Sentence 4
15 Choose the correct words to complete the
following sentence.
___________ it was going to rain
___________ I had to walk home,
I decided to take my umbrella with me.
a Since, and
16 Choose the word in the following sentence
that is described by the word “several.”
The coaches spoke to several of the runners
on the track teams about the upcoming events.
a teams
b events
c runners
d coaches
17 Choose the best order for the following
sentences.
(1) This summer, Sanjeet wanted to grow
vegetables in containers.
(2) Sanjeet worked all weekend planting
lettuce, carrots and several herbs.
(3) He was looking forward to a great harvest
in the fall.
(4) Sanjeet purchased the necessary soil and
seeds and read the labels carefully.
b When, still
a 2, 4, 1, 3
c Because, so
b 1, 4, 2, 3
d Although, but
c 2, 1, 4, 3
d 1, 3, 2, 4
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Student Booklet: Language 2
Language 2
Section D
Section D: Reading
Grade 6, Spring 2013
Spring Sweetness
One sure sign of spring is when the sugar shacks open for fresh maple syrup.
It takes about 40 litres of sap to make one litre of delicious syrup.
How It’s Made
1 The right trees
•Sugar maples and black maples have the
highest sugar content.
•A tree is at least 40 years old and 30 cm in
diameter before it’s tapped.
•Warm days (5 °C) and frosty nights (–5 °C) get
the sap running.
•Mid-February to early April is the season for maple
syrup. March is when the most sap is collected.
Spile
2Collection
•A hole 1.3 cm in diameter and 6 cm
to 8 cm deep is drilled into the
trunk of the tree.
•A hollow spike, called a spile,
is inserted into the hole and a
collecting bucket is hung from it.
•Large-scale maple syrup farms use
plastic tubing to connect to every spile.
Sap is automatically collected and pumped
through the pipeline to the sugar house
for processing.
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Spile
Sap pipeline
Student Booklet: Language 2
Section D: Reading
Grade 6, Spring 2013
3Evaporation
•Sap continuously enters from the holding
tank to stainless steel pans.
•Pans are heated over wood- or oil-fuelled
fire to evaporate the water.
• Finished syrup is strained then bottled.
•Maple syrup is boiled even further to
produce maple cream, sugar and candy.
Maple Syrup Producing Areas
Most maple syrup producers are located in Quebec,
Ontario, New York, Vermont and New Hampshire.
■
■
Main syrup-producing region
Native range of sugar maple
Maple Facts
•Tapping doesn’t hurt the tree. Only about 10% of its sap is collected per year.
•The harvest season ends with the arrival of warm spring nights and bud
development in the trees.
•Quebec accounts for 70% of worldwide maple syrup production.
Adapted from “Spring sweetness” by Susie Mah, published in 24 hours, February 20, 2008. © Sun Media Corp. Reprinted with permission.
Student Booklet: Language 2
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Section D: Reading
Grade 6, Spring 2013
1 When selecting a tree to tap for maple syrup, you should consider both the diameter
of the trunk and the
a age of the tree.
b height of the tree.
c colour of the tree.
d location of the tree.
2 What makes maple candy different from maple syrup?
a Maple candy is bottled.
b Maple syrup starts as sap.
c Maple syrup takes longer to make.
d Maple candy needs more processing.
3 What does the word “flues” refer to?
a tubes used to heat the sap
b tubes used to collect the syrup
c dividers in the evaporation pan
d spiles from which the sap flows
4 How does the graphic “Maple Syrup Producing Areas” help the reader?
a It describes the process of collecting sap.
b It shows the time of year sap is collected.
c It indicates the size of the maple syrup farms.
d It identifies locations with maple syrup farms.
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Student Booklet: Language 2
Grade 6, Spring 2013
Section D: Reading
5 Choose one of the graphic images and explain how it helps the reader understand the process of making
maple syrup. Use details from the text to support your answer. 6 Explain how the information in “Spring Sweetness” would be useful to someone who is starting
a maple syrup farm. Use examples from the text to support your answer.
Student Booklet: Language 2
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Section D: Writing
Grade 6, Spring 2013
7 You find a ring on the sidewalk and discover initials engraved on the inside.
Write a detailed story about how you find its owner and return the ring. Ideas for My Story
Write your answer on the next pages.
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Student Booklet: Language 2
Grade 6, Spring 2013
Section D: Writing
Write your story here. Remember to check your spelling, grammar and punctuation.
Student Booklet: Language 2
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Section D: Writing
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Grade 6, Spring 2013
Student Booklet: Language 2
Section D: Writing
Grade 6, Spring 2013
Writing Multiple-Choice
8 Choose the correct words to complete the
following sentence.
The teacher asked ______________ students
to remain seated and she gave _____________
of them a certificate for hard work.
a all, several
b both, many
c many, both
d several, both
9 Choose the sentence that is written correctly.
a After a busy day at school Mina could
hardly wait, to get home and take a
moment to relax.
b After a busy day at school, Mina could
hardly wait to get home and take a
moment to relax.
c After a busy day at school, Mina could
hardly wait, to get home and take a
moment to relax.
d After, a busy day at school, Mina could
hardly wait to get home and take a
moment to relax.
10 Choose the best opening sentence for the
following paragraph.
______________________________ Most
libraries do not allow food or drinks, to guard
against damage to books or computers. When
cars stop at red lights, people can cross the
street and traffic flows. When people throw
waste in garbage bins instead of on the ground,
there is less litter and less pollution to the
environment.
a Important new rules are created regularly.
b Rules are important for public safety
and order.
c Rules need to be followed by children
and adults alike.
d It is important for drivers to follow
the rules of the road.
11 Choose the best order for the following
sentences to create a paragraph.
(1) The astronauts congratulated each other
and headed over to speak to the reporters
gathered outside.
(2) They had been successful, since they
had updated the main operating system
to gather more information about space.
(3) The astronauts returned safely to Earth.
(4) Their mission had been to complete repairs
on the International Space Station.
a 1, 4, 2, 3
b 3, 2, 4, 1
c 1, 3, 4, 2
d 3, 4, 2, 1
Student Booklet: Language 2
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