Assessment 1
Session 1: Reading Passages
Questions #1–44
Read the passage. Then answer the questions that follow.
Star Clusters
by Adam Raglan
1
Our star, the Sun, is what astronomers
call a field star. It is so far away from other stars
that it doesn’t really interact with them. Based
on our experience of the Sun, it’s easy to think
all stars are field stars. However, scientists know
this isn’t true. Stars actually have all kinds of
relationships. One type of relationship is called a
star cluster.
2
A star cluster is a group of stars in a
a globular cluster
small area. They are so close that their gravity
keeps them from drifting away from each other. (Gravity is the invisible pulling
force that all objects make. The Earth’s gravity holds you on the planet, and the
Sun’s gravity keeps the solar system together.) As a star cluster moves, its stars
move as a group. If you can imagine the stars being connected by invisible rods,
then you’ve got the idea. Astronomers talk about two types of clusters: globular
and open. Many globular clusters are as much as a few hundred light-years1
across. Open clusters can be about 50 light-years across. This makes them
millions of times larger than our solar system. The two types of clusters do not
have a lot in common.
light-year: the distance a beam of light in space can travel in one year.
1
A light year is a measure of distance, not of time.
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Go On
1
3
Globular clusters are spherical (ball-shaped). They hold millions of stars.
Most globular clusters are many billions of years old; some of them are nearly as
old as the universe. Many of the stars are red giants, which are much larger,
cooler, and older than our Sun. You can’t find a globular cluster with your own
eyes; they are too distant and too dim. Even with a good telescope, most
globular clusters look like tiny smudges. Only the most powerful telescopes can
get a good look at one of them.
4
Open clusters can be any shape. They have hundreds or thousands of
stars, not millions. Compared with globular clusters, open clusters are young—
just hundreds of millions of years old, not billions. The brightest stars in open
clusters are blue giants, which are much larger, hotter, and younger than
our Sun. Finally, some open clusters are close enough to Earth that you can
find them with a small telescope. You can even see one with your own eyes.
The open cluster called the Pleiades appears in the sky between late fall and
early spring.
5
Globular and open clusters are different in many other ways, including
how they form, what their stars are made of, and where they appear in the
universe. One of the things they do have in common is that studying clusters
has helped astronomers better understand the place of our own Sun—that lonely
field star—in the vast universe.
1
Which sentence from paragraph 2 supports the idea that star clusters are held
together by gravity?
A “A star cluster is a group of stars in a small area.”
B “As a star cluster moves, its stars move as a group.”
C “Open clusters can be about 50 light-years across.”
D “The two types of clusters do not have a lot in common.”
2
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2
What is the meaning of the word astronomer as it is used in the passage?
A a designer and maker of telescopes
B an astronaut who travels to distant solar systems
C a writer who creates descriptive names for stars and planets
D a scientist who studies stars and other objects in space
3
Underline three sentences in paragraph 3 below that support the idea that
globular clusters are very far from Earth.
3
Globular clusters are spherical (ball-shaped). They hold millions of
stars. Most globular clusters are many billions of years old; some of them
are nearly as old as the universe. Many of the stars are red giants, which
are much larger, cooler, and older than our Sun. You can’t find a globular
cluster with your own eyes; they are too distant and too dim. Even with a
good telescope, most globular clusters look like tiny smudges. Only the
most powerful telescopes can get a good look at one of them.
4
What is the relationship between stars in a cluster?
A The weight of each star makes the stars in the group smaller.
B Each star helps make the other stars become hotter.
C The size of each star makes the group seem closer to Earth.
D Each star influences how other stars in the group move.
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Go On
3
5
This question has two parts. First, answer Part A. Then, answer Part B.
Part A
How does the author support the idea that open clusters are very different from
globular clusters?
A He cites quotations from expert scientists.
B He gives the reader a photograph to examine.
C He provides information about both formations.
D He relates evidence that he has seen personally.
Part B
Select three sentences that support the claim in Part A.
A “It is so far away from other stars that it doesn’t really interact with them.”
B “Based on our experience of the Sun, it’s easy to think all stars are field stars.”
C “Astronomers talk about two types of clusters: globular and open.”
D “The two types of clusters do not have a lot in common.”
E “They have hundreds or thousands of stars, not millions.”
F “Only the most powerful telescopes can get a good look at one of them.”
6
Which detail about globular clusters does the photograph on page 1 make clear?
A Globular clusters are billions of years old.
B Globular clusters contain billions of stars.
C Globular clusters are spherical in shape.
D Globular clusters contain red giants.
4
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Read the passage. Then answer the questions that follow.
The Winner Is . . .
by Trevor Jackson
1
As Darius raised the dusty lid of the footlocker, he didn’t realize that he
was holding his breath. Once he saw that no spiders or mice were hiding in the
old locker, he exhaled. Although Darius had lived in the same house since he was
three, he hardly ever went into the attic. There were no ceiling lights, and it was
full of clutter. Darius turned and looked at the low-angled sunlight flitting through
the window at the far end. Dust floated in the light like tiny, glowing bugs
dancing to a quiet song. The steaming attic was lit just enough to help Darius
see inside the trunk. He was sure the ribbon and the picture were in there.
2
It had started with an argument while Darius was working on his college
application. He was sitting across from his mom at the dining room table. The
brown oak gleamed dully as the evening’s sunset faded in the window. A small
reflection from a dimmed overhead light lay between them. Darius looked up at
his mom, Ruth, and smiled. He was trying to complete the “Honors and Awards”
section. “Should I tell them about how I won the spelling bee in fifth grade?” He
knew that really wasn’t something colleges were interested in, but he was
stressed about how few things he had to write down.
3
“What are you talking about?” his mother said, setting down her book
and pulling her reading glasses from their perch on her nose. “You didn’t win
that bee; Dorian did.” The house’s furnace kicked on. The thermostat seemed
baffled by the still-warm days of autumn and the chilly evenings.
4
Darius was confused. He had a clear memory of that spelling bee. His
twin brother had made it to one of the last rounds. But Dorian had misspelled
cauliflower. Darius didn’t think about it often, but once in a while, that memory
returned. He could remember family dinners, passing the tray around the table.
If Dorian picked a few pieces of the white vegetable off for his plate, Darius
would think: I bet now he can spell it. He wasn’t proud of thinking of his
brother’s mistake, but he still remembered it. How could Darius be wrong about
this? It had to be his mom’s memory that was mistaken, and he told her so.
Go On
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5
“No, sweetheart, Dorian won that bee,” she said, “but you came really
close. You’d studied so hard, and I was so proud of you!” Darius shook his head
and explained about cauliflower, how he still thinks about it now and then. Ruth
narrowed her eyes and looked out the window. “I’m pretty sure,” she said, but
trailed off, uncertain, still looking for the memory.
6
What Darius didn’t tell his mom was that winning that bee had been
important to him. By the time he and Dorian got to fifth grade, being a twin had
become something that really got under his skin. The twins didn’t wear the same
clothes, but Darius had trouble showing the world that he was different from
Dorian. The principal handed Darius the blue ribbon and his picture was taken.
It was one of the first times Darius felt like he had shown the world that he was
his own person. It had been a big deal.
7
Darius lifted boxes and blankets out of the locker. There was a photo
album from that year buried in there somewhere. The blue binder was snug
between his and Dorian’s fourth and sixth grade years. Ruth was good about
keeping these kinds of things organized: art projects, prizes, tickets to a
museum. So why can’t she keep her memory organized? Dorian thought, and
then immediately wished he hadn’t. That wasn’t very fair. People had been
confusing him for his brother all his life, why shouldn’t their mom get a detail or
two wrong?
8
But what if she’s right? Darius was afraid of the thought. That spelling
bee win had been one of his first steps away from being a twin and becoming
Just Darius. It wasn’t even that he had beaten Dorian. He didn’t like seeing his
brother lose. But it hadn’t hurt. So, how could Darius be wrong? Were the later
wins in sports or the good grades built on a bad memory? How much could it
matter? Clearly, he had earned those other awards and wins, and if he got into
this college, that would have been something else he earned.
6
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9
Darius flipped through the album. He flipped past report cards, pencil
drawings of birds he had done, pictures of a birthday cake with two sets of
candles. There it was, the picture of the Lowell Elementary Spelling Bee
champion. Darius looked closely at the blurry and faded snapshot. He tilted it
toward the sunlight still baking the attic; he shrugged and shook his head, but
he couldn’t tell. The photographer was too far away. It could have been him or
Dorian. He thought about taking the picture downstairs so he could show Dorian
or Ruth and see if either of them could tell. Instead, he slipped the picture back
into the album, and piled the blankets back on top. The lid to the footlocker
closed easily. Darius didn’t look back as he headed toward the stairs.
7
Which sentence from the passage states why the outcome of the fifth-grade
spelling bee is no longer important to Darius?
A “What Darius didn’t tell his mom was that winning the bee had been
important to him.”
B “It was one of the first times Darius felt like he had shown the world that he
was his own person.”
C “Clearly, he had earned those other awards and wins, and if he got into this
college, that would have been something else he earned.”
D “He tilted it toward the sunlight still baking the attic; he shrugged and shook
his head, but he couldn’t tell.”
Go On
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8
Why does the author compare dust to bugs in this sentence?
“Dust floated in the light like tiny, glowing bugs dancing to a quiet song.”
(paragraph 1)
A to show that the dust is sunlit and moving slowly
B to show that the dust is buzzing and flying around
C to show that Darius needs to clean the attic
D to show that Darius mistakes the dust for bugs
9
How are the settings of the attic and the dining room similar in terms of the
mood they create?
A Both settings are hot, which creates a sleepy mood.
B Both settings are dimly lit, which creates a quiet mood.
C Both settings are small spaces, which creates an anxious mood.
D Both settings are lit by sunshine, which creates a cheerful mood.
10
What is the meaning of baffled as it is used in this sentence from the passage?
“The thermostat seemed baffled by the still-warm days of autumn and the
chilly evenings.” (paragraph 3)
Which word means almost the same thing as baffled?
Abothered
Bdisappointed
Ccomforted
Dconfused
8
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11
This question has two parts. First, answer Part A. Then, answer Part B.
Part A
How does the narrator help the reader understand Ruth’s personality?
Aby allowing the reader to observe how Ruth interacts with Dorian
Bby allowing the reader to observe how Dorian treats Ruth
Cby allowing the reader to understand Ruth’s opinion of both Darius and
Dorian
Dby allowing the reader to observe how Darius treats Ruth and Dorian
differently
Part B
Select the excerpt from the passage that supports the response in Part A.
A“‘What are you talking about?’ his mother said, setting down her book and
pulling her reading glasses from their perch on her nose.”
B “If Dorian picked a few pieces of the white vegetable off for his plate, Darius
would think: I bet now he can spell it.”
C“‘No, sweetheart, Dorian won that bee,’ she said, ‘but you came really close.
You’d studied so hard, and I was so proud of you!’”
D“So why can’t she keep her memory organized? Dorian thought, and then
immediately wished he hadn’t.”
Go On
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9
12
Which sentence from the passage explains why winning the spelling bee had
been important to Darius when he and Dorian competed in it?
A “He knew that really wasn’t something colleges were interested in, but he
was stressed about how few things he had to write down.”
B “Darius didn’t think about it often, but once in a while, that memory returned.”
C “He wasn’t proud of thinking of his brother’s mistake, but he still
remembered it.”
D “By the time he and Dorian got to fifth grade, being a twin had become
something that really got under his skin.”
13
What is an important contrast in the passage?
A between what Ruth remembers and what she says
B between what Darius did and what Dorian and Ruth remember
C between what Darius remembers and what Ruth remembers
D between what Dorian did and what Darius thinks about it
10
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14
What is a theme of the passage? Write a theme and one detail to support your
answer on the lines below.
Go On
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11
Read the passage. Then answer the questions that follow.
What Is a Spacesuit?
by David Hitt
1
A spacesuit is much more than a set of clothes astronauts wear on
spacewalks. A fully equipped spacesuit is really a one-person spacecraft. The
formal name for the spacesuit used on the space shuttle and International Space
Station is the Extravehicular Mobility Unit, or EMU. “Extravehicular” means
outside of the vehicle or spacecraft. “Mobility” means that the astronaut can
move around in the suit. The spacesuit protects the astronaut from the dangers
of being outside in space.
Why Do Astronauts Need Spacesuits?
2
Spacesuits help astronauts in several ways. Spacewalking astronauts
face a wide variety of temperatures. In Earth orbit, conditions can be as
cold as minus 250 degrees Fahrenheit. In the sunlight, they can be as hot as
250 degrees. A spacesuit protects astronauts from those extreme temperatures.
3
Spacesuits also supply astronauts with oxygen to breathe while they are
in the vacuum of space. They contain water to drink during spacewalks. They
protect astronauts from being injured from impacts of small bits of space dust.
Space dust may not sound very dangerous, but when even a tiny object is
moving many times faster than a bullet, it can cause injury. Spacesuits also
protect astronauts from radiation in space. The suits even have visors to protect
astronauts’ eyes from the bright sunlight.
What Are the Parts of a Spacesuit?
4
The spacesuit consists of several pieces. The Hard Upper Torso covers
the astronaut’s chest. The arm assembly covers the arms and connects to the
gloves. The helmet and Extravehicular Visor Assembly are designed to protect
the astronaut’s head while still allowing him or her to see as much as possible.
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The Lower Torso Assembly covers the astronaut’s legs and feet. The flexible
parts of the suit are made from several layers of material. The layers perform
different functions, from keeping oxygen within the spacesuit to protecting from
space dust impacts.
5
Underneath the spacesuit, astronauts wear a Liquid Cooling and
Ventilation Garment. Tubes are woven into this tight-fitting piece of clothing that
covers the entire body except for the head, hands and feet. Water flows through
these tubes to keep the astronaut cool during the spacewalk.
6
On the back of the spacesuit is a backpack called the Primary Life
Support Subsystem. This backpack contains the oxygen that astronauts breathe
during a spacewalk. It also removes carbon dioxide that astronauts exhale. The
backpack also provides electricity for the suit. A fan moves the oxygen through
the spacesuit and life support systems, and a water tank holds the cooling water
that flows through the Liquid Cooling and Ventilation Garment.
7
Also attached to the back of the suit is a device called the Simplified Aid
for Extravehicular Activity Rescue, or SAFER. SAFER has several small thruster
jets. If an astronaut became separated from the space station, he or she could
use SAFER to fly back.
What Other Spacesuits Have Astronauts Worn?
8
NASA’s first spacesuits were developed for the Mercury program. Mercury
was the first time NASA astronauts flew into space. These simple suits were
based on pressure suits worn by U.S. Navy pilots. Astronauts did not go on
spacewalks then. The Mercury suits were worn only inside the spacecraft.
9
NASA’s first spacewalks took place during the Gemini program. The suits
used for Gemini were more advanced than the Mercury suits. But the Gemini
suits were simpler than today’s spacesuits. These suits did not contain their own
life support. Instead, they connected to life support systems on the Gemini
spacecraft with a cord called the umbilical.
Go On
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10
Spacesuits designed for the Apollo program had to do things the first
suits did not. These spacesuits had to protect astronauts walking on the moon.
Unlike the other suits, the Apollo suits had boots made to walk on a rocky
surface. The Apollo suits also contained a life support system, similar to the
Portable Life Support Subsystem on the current suit. Having a life support
system on the spacesuit allowed the astronauts to explore away from the
lunar lander.
11
Spacesuits similar to the Apollo suits were used on the Skylab space
station. Like the Gemini suits, the Skylab suits connected to life support systems
on the spacecraft via an umbilical.
What Spacesuits Are Worn Today?
12
In addition to the EMU, NASA astronauts wear other suits today.
The Advanced Crew Escape Suit is the orange suit that astronauts wear during
launch and landing of the space shuttle. This suit cannot be worn during
spacewalks. Sometimes, NASA astronauts will wear the Russian Orlan spacesuit.
This suit is the Russian version of the EMU and is used for spacewalks. Another
Russian suit is the Sokol. Like the Advanced Crew Escape Suit, the Sokol
is designed only to be used inside a spacecraft. It is used on the Russian
Soyuz spacecraft.
15
Read the following phrase from paragraph 6 of the passage.
“On the back of the spacesuit is a backpack . . .”
Which detail explains why the backpack is important?
A It provides electricity for the spacesuit.
B It contains thruster jets for the spacesuit.
C It stores extra food for the astronaut.
D It protects the astronaut from space dust.
14
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16
This question has two parts. First, answer Part A. Then, answer Part B.
Part A
What is the meaning of the word injury as it is used in this sentence?
“Space dust may not sound very dangerous, but when even a tiny object is
moving many times faster than a bullet, it can cause injury.” (paragraph 3)
Aharm
Bsurprise
Cnoise
Dfear
Part B
Underline one word and one phrase from the sentence that help the reader
determine the meaning of the word injury.
“Space dust may not sound very dangerous, but when even a tiny object is
moving many times faster than a bullet, it can cause injury.”
Go On
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15
17
In paragraph 3, what do the words “the vacuum of space” describe?
A a place with no people
B a place with no heat
C a place with no dust
D a place with no air
18
Select three reasons why today’s astronauts need spacesuits.
A so they have steady air pressure while inside the spacecraft
B so they are protected from flying bits of dust when in space
C so they can stay connected to the spaceship’s air supply
D so they have special boots for walking on rocky planets
E so they are guarded from dangerous radiation outside the ship
F so they are able to eat and drink together inside a spacecraft
G so they have oxygen to breathe when out in space
16
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19
This question has two parts. First, answer Part A. Then, answer Part B.
Part A
How are astronauts able to avoid overheating while spacewalking?
A A special subsystem removes the carbon dioxide from their spacesuit.
B Water flows through tubes in a garment worn under their spacesuit.
C Fans in a special device blow cool air on them during the walk.
D Several layers of material allow for good airflow within the spacesuit.
Part B
Select the sentence from the passage that supports the answer in Part A.
A “The flexible parts of the suit are made from several layers of material.”
B “The layers perform different functions, from keeping oxygen within the
spacesuit to protecting from space dust impacts.”
C “Tubes are woven into this tight-fitting piece of clothing that covers the entire
body except for the head, hands and feet.”
D “It also removes carbon dioxide that astronauts exhale.”
Go On
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20
The table below contains six statements regarding the passage “What Is a
Spacesuit?” Four of the statements belong in a summary, but two do not.
Spacesuits have
developed over time
to meet the needs
of different missions
in space.
Astronauts need
spacesuits to protect
them against heat, cold,
radiation, space dust,
and lack of oxygen.
Dust in space is
dangerous because
it moves faster than
a bullet.
Spacesuits consist
of several pieces
that include cooling,
ventilation, and life
support systems.
A Russian suit called
the Sokol is used inside
spacecrafts such as the
Soyuz.
Spacesuits are designed
to protect astronauts
from dangers in space.
Write the four statements that belong in the summary in the correct order in the
graphic below.
First
Second
Third
Fourth
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21
Which detail from the passage tells how spacesuits helped astronauts leave their
spacecraft to walk on the moon?
A “These simple suits were based on pressure suits worn by U.S. Navy pilots.”
B “The Mercury suits were worn only inside the spacecraft.”
C “The Apollo suits also contained a life support system, similar to the Portable
Life Support Subsystem on the current suit.”
D “The Advanced Crew Escape Suit is the orange suit that astronauts wear
during launch and landing of the space shuttle.”
Go On
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19
Read the passages. Then answer the questions that follow.
Sara Sees Red
by Brendan Wolfe
1
As usual, Sara was lost inside her head, her boots crunching along the
trail as she revisited a recent conversation with a classmate. She plotted the
back-and-forth of what was said the way she might chart a graph problem in
math class, or the way an author might draft a scene of dialogue: as if it were
an equation to be solved, or a piece of art to be composed. Real life didn’t work
that way, of course. It wasn’t algebra; it wasn’t an exciting novel. But for Sara
that was the point. She must fix it so that it was.
2
When the clouds began to darken, the jays and finches winged across her
path with unusual agitation.1 They had noticed a slight shift in the wind, the
telltale drop in barometric pressure, and they shouted their warnings to whoever
cared to listen. This didn’t include Sara. She undertook her weekly outing with the
sole purpose of crawling deep inside herself, away from all the bleating sounds of
city life and oh-so-many troubling conversations. Her obliviousness2 served as a
kind of refuge. As she climbed the sometimes-bumpy trail, dodging stones and
the occasional copperhead snake, she hoped to find a peaceful place to sit.
3
The woman appeared as Sara rounded a bend. Several years older than
Sara and underdressed for this altitude, the woman lay sprawled across the
path, her leg snapped like a twig in a storm. Sara gasped. The woman turned
her head in Sara’s direction and their eyes met for a single, terrifying moment.
4
“Can you help me?” the woman said.
5
Sara could only stare at her. The woman wore a navy-blue T-shirt with
the logo of an athletic company, and cargo shorts. Her legs were matted with
sweat, dirt, and tiny flecks of red. Sara saw what might have been a cap some
distance away, but no water bottle, no backpack.
1
agitation: a condition of being upset
obliviousness: a state of being unaware or forgetful of one’s surroundings
2
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6
“Please,” the woman said. She was out of breath, fatigued by the obvious
pain. Her eyes briefly fluttered and then closed.
7
Assuming the tactic of a surprised snake, Sara didn’t move. She had not
counted on anyone else hiking this particular trail. In fact, over the past weeks
she had come to think of it as hers alone. When she reached the summit,
nothing could separate her from the sun. The air itself, thin as it was, seemed to
step aside so that all she knew were warmth and deep quiet. Who was this
person to intrude upon that?
8
A clap of thunder startled Sara into a full gallop. Back down the path she
raced, only stopping when her lungs reached their capacity. Hands on her knees,
she gasped for breath, choking back tears.
9
“Please,” the woman had said.
10
Sara rummaged through her pack until she pulled out a small black cell
phone. No signal. Her legs felt rubbery, so she sat down in the dirt, idly watching
the first drops of rain break through the tree cover.
11
Why had she said “please”? As Sara wondered about that single word,
she found herself rewriting the scene in her head. She kept thinking, Shouldn’t
she have been more dramatic, especially if she was really hurt that bad? She
imagined a blood-curdling scream like she had read about in a pirate novel.
Then she imagined herself to be the kind of person she knew she wasn’t. In her
mind, when the woman attempted to pull herself to her feet to meet Sara, Sara
shook her head to stop her. Then Sara gently braced the woman’s back against
a tree. In Sara’s head, it was the woman who hesitated to speak, not Sara.
12
By now the skies had opened up, turning the trail slick with mud and
dangerous. Feeling a chill, Sara ducked under a bush, away from a responsibility
she hadn’t asked for and didn’t know how to meet. She waited there, hoping
that courage would strike like lightning.
Go On
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21
from Stone Fox
by John Reynolds Gardiner
1
Searchlight sprang forward with such force that little Willy couldn’t hang
on. If it weren’t for a lucky grab, he would have fallen off the sled for sure.
2
In what seemed only seconds, little Willy and Searchlight had traveled
down Main Street, turned onto North Road, and were gone. Far, far ahead of the
others. They were winning. At least for the moment.
3
Stone Fox started off dead last. He went so slowly down Main Street that
everyone was sure something must be wrong.
4
Swish! Little Willy’s sled flew by the schoolhouse on the outskirts of town,
and then by the old deserted barn.
5
Swish! Swish! Swish! Other racers followed in hot pursuit.
6
“Go, Searchlight! Go!” little Willy sang out. The cold wind pressed against
his face, causing his good eye to shut almost completely. The snow was well
packed. It was going to be a fast race today. The fastest they had ever run.
7
The road was full of dangerous twists and turns, but little Willy did not
have to slow down as the other racers did. With only one dog and a small sled,
he was able to take the sharp turns at full speed without risk of sliding off the
road or losing control.
8
Therefore, with each turn, little Willy pulled farther and farther ahead.
9
Swish! The sled rounded a corner, sending snow flying. Little Willy was
smiling. This was fun!
10
About three miles out of town the road made a half circle around a frozen
lake. Instead of following the turn, little Willy took a shortcut right across the
lake. This was tricky going, but Searchlight had done it many times before.
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11
Little Willy had asked Mayor Smiley if he was permitted to go across the
lake, not wanting to be disqualified. “As long as you leave town heading north
and come back on South Road,” the mayor had said, “anything goes!”
12
None of the other racers attempted to cross the lake. Not even Stone
Fox. The risk of falling through the ice was just too great.
13
Little Willy’s lead increased.
14
Stone Fox was still running in last place. But he was picking up speed.
15
At the end of five miles, little Willy was so far out in front that he couldn’t
see anybody behind him when he looked back.
16
He knew, however, that the return five miles going back into town would
not be this easy. The trail along South Road was practically straight and very
smooth, and Stone Fox was sure to close the gap. But by how much? Little Willy
didn’t know.
17
Doc Smith’s house flew by on the right.
18
Grandfather’s farm was coming up next.
19
When Searchlight saw the farmhouse, she started to pick up speed.
“No, girl,” little Willy yelled. “Not yet.”
20
As they approached the farmhouse, little Willy thought he saw someone
in Grandfather’s bedroom window. It was difficult to see with only one good eye.
The someone was a man. With a full beard.
21
It couldn’t be. But it was! It was Grandfather!
22
Grandfather was sitting up in bed. He was looking out the window.
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23
Little Willy was so excited he couldn’t think straight. He started to stop
the sled, but Grandfather indicated no, waving him on. “Of course,” little Willy
said to himself. “I must finish the race. I haven’t won yet.”
24
“Go, Searchlight!” little Willy shrieked. “Go, girl!”
25
Grandfather was better. Tears of joy rolled down little Willy’s smiling face.
Everything was going to be all right.
26
And then Stone Fox made his move.
27
One by one he began to pass the other racers. He went from last place
to eighth. Then from eighth place to seventh. Then from seventh to sixth. Sixth
to fifth.
28
He passed the others as if they were standing still.
29
He went from fifth place to fourth. Then to third. Then to second.
30
Until only little Willy remained. . . .
22
Read this sentence from “Sara Sees Red.”
“Sara saw what might have been a cap some distance away, but no water
bottle, no backpack.” (paragraph 5)
What does the word cap mean as it is used in the sentence?
A a tight round lid
B a hat with a bill
C the limit of something
D the top of a bird’s head
24
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23
The following question has two parts. First, answer Part A. Then, answer Part B.
Part A
In paragraph 10 of “Sara Sees Red,” the author compares Sara’s legs to rubber.
Which quality of rubber is he most likely thinking of?
A its ability to bend under pressure
B its use in making tires for fast cars
C its presence in certain kinds of trees
D its value in protecting things from water
Part B
Which words from the story support the answer in Part A?
A “Sara rummaged through her pack”
B “until she pulled out a small black cell phone”
C “so she sat down in the dirt”
D “idly watching the first drops of rain”
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24
The following question has two parts. First, answer Part A. Then, answer Part B.
Part A
“Sara Sees Red” is told in third person entirely from Sara’s point of view. Which
of the following is the best example of how this limits what Sara knows in
the story?
A Sara does not realize how much she gets lost in thought when she hikes.
B Sara does not have any real experience dealing with a sudden crisis.
C Sara does not have any idea why she goes on weekly hikes in the woods.
D Sara does not understand what the wounded woman is thinking or feeling.
Part B
Which sentence from the story supports the answer in Part A?
A “As usual, Sara was lost inside her head, her boots crunching along the trail
as she revisited a recent conversation with a classmate.”
B “She undertook her weekly outing with the sole purpose of crawling deep
inside herself, away from all the bleating sounds of city life and oh-so-many
troubling conversations.”
C “She kept thinking, Shouldn’t she have been more dramatic, especially if she
was really hurt that bad?”
D “Feeling a chill, Sara ducked under a bush, away from a responsibility she
hadn’t asked for and didn’t know how to meet.”
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25
How would “Sara Sees Red” be different if the woman who is hurt were the
narrator rather than Sara?
Write your answer on the lines below.
26
In Stone Fox, what does it mean when the narrator says that the other racers
followed Willy and Searchlight “in hot pursuit” (paragraph 5)?
A The racers are chasing closely after them.
B The racers are getting warm from all their efforts.
C The racers are trailing at an ever-growing distance.
D The racers are feeling angry about falling behind.
27
How do Stone Fox and the woman on the path differ?
A Stone Fox is cruel and dishonest, while the woman on the path is
trying to help Sara.
B Stone Fox is Little Willy’s friend, while the woman on the path
does not know Sara.
C Stone Fox is afraid of Little Willy’s skill, while the woman on the path
fears being alone.
D Stone Fox is skilled and powerful, while the woman on the path
needs someone’s help.
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28
Both “Sara Sees Red” and Stone Fox are adventure stories. How do their topics
differ in the passages?
A “Sara Sees Red” is about being alone, and Stone Fox is about making friends.
B “Sara Sees Red” is about running from fear, and Stone Fox is about
competing in a race.
C “Sara Sees Red” is about showing courage, and Stone Fox is about the need
for adventure.
D “Sara Sees Red” is about staying alive, and Stone Fox is about
solving problems.
29
Which idea can be found in both stories?
A To stay safe outdoors, you must pay attention to your surroundings.
B The outdoors can be a welcome escape from the bustle of the city.
C Until you’ve crossed the finish line, don’t quit running the race.
D Living too much inside your head can lead you to miss out on life.
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Read the passages. Then answer the questions that follow.
Title IX
by Karen Brinkmann
1
In 1920, women received the right to vote. It was a great moment in
history! Both men and women celebrated as all people took a step toward
equality. Men and women both had a say in the democratic process. Yet, fifty
years later, things in America were not totally equal. Girls did not have the same
opportunities as boys in school. Girls were taught differently in the classroom.
Young women were not given the same opportunities as young men for college
sports. Only one in 27 girls played high school sports.
2
In 1972, something happened to change this. President Nixon approved a
law known as Title IX (pronounced “Title Nine”). This law stated that all people—
boys, girls, men, and women—had the right to benefit from government-funded
programs. That meant that if a program received money from the government
to operate, both men and women should be able to benefit from it. Boys and
girls should have equal rights. Since Title IX became a law, there have been
changes in schools, sports, and jobs.
Schools
3
Title IX has helped both boys and girls in school. Even though it was
created to help girls, Title IX actually resulted in lower dropout rates for both
boys and girls in high school. Both boys and girls are taught the same subjects
in school as a result of Title IX. Because of Title IX, more girls are studying
math in college now than they did in 1972. More women are graduating from
college than before the Title IX law. Title IX also ensures that tests in the
classroom are fair for both boys and girls.
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Sports
4
Have you ever run in a race or played basketball or soccer? These sports
are open to both boys and girls because of Title IX. Before Title IX, the most
popular sports for girls were cheerleading and square dancing.
5
Title IX makes sure that schools spend the same amount of money on
girls’ sports as they do on boys’ sports. Because of Title IX, more women
compete on professional teams than they used to. More women compete in
Olympic sports than they used to as well.
6
Sports programs in high school and college require equipment. Students
need things like basketballs, soccer goals, and uniforms. They need locker rooms
and playing fields. Title IX ensures that both boys and girls get the equipment,
gear, and buildings they need, regardless of gender.
Jobs
7
To get a good job, a student needs a good education. This education
should prepare the student to be able to work well as an adult. Before Title IX,
girls were encouraged to train for jobs such as medical assistant or hairstylist.
Girls were not encouraged to train for jobs such as pilot, electrician, or engineer.
Now both boys and girls are encouraged to work hard and choose any career
they would like. Job training used to be different for boys and girls. Now it is
the same.
8
Despite all the improvements that Title IX has made, some things still are
not equal. Studies show that men and women working at the same job do not
always receive the same pay. Other studies show that not all girls have benefited
from the law. Though girls in general have been given more opportunities, there
is still a difference between white and black students. Title IX has not solved all
problems and made everything perfect. But it is considered a “living law,” which
means it changes over time and continues to help new and different groups.
It has made great changes and will continue to do so.
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Women’s Suffrage
by Maryann Kozikowski
1
Last week our school was used as a polling place for an election. Many
people visited our school so that they could vote. Men and women, people who
were young and people who were old, and people of different backgrounds cast
their ballots. About one hundred years ago, however, polling places looked
different. Back then, we would not have seen women lining up to cast their
votes. Is it because women didn’t care? No, they cared a great deal. Instead,
they were not there because they were not allowed to vote. Thankfully, the
women’s suffrage movement changed that!
What is suffrage?
2
Suffrage means “the right to vote.” The founders of our country thought
that the people should get to elect government representatives. That is why
they created a democracy. They also thought it was important for people to vote
on important decisions in the country. That is why elections began. However,
each state had its own rules about elections, and these rules included who could
or could not vote. In most cases, the right to vote was given only to white men
who owned property.
3
In 1870, the 15th amendment to the U.S. Constitution changed the rules
about who could vote. This amendment said that all men could vote, no matter
what race or color they were. Although this was a great step in the right
direction, women still did not have the right to vote in national elections.
How did women get the right to vote?
4
As the country grew and elections became even more important, women
began to talk with each other about voting. Some women published articles
explaining why women should have the right to vote. In 1848, a group of women
including Elizabeth Cady Stanton organized a meeting in New York to discuss
women’s rights. Stanton studied the Declaration of Independence and then
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created a list of changes that were necessary to make women recognized as
being equal to men as citizens of the United States. One of those things was the
right to vote.
5
The meeting went well, but women still did not get the right to vote.
However, many people agreed it was a step in the right direction. After the
meeting, some people who did not believe in women’s suffrage began to mock
the efforts of the people at the meeting. They made fun of them in speeches
and in newspapers. Yet, the organizers of the meeting were not angry. They
believed any attention was good attention.
6
In the years that followed, more people became interested in women’s
suffrage. One of these women was Susan B. Anthony. She spoke often about
how important it was for all people to be treated equally. People, both men and
women, listened to her and to others; many joined in fighting for her cause.
Finally, in 1920, the 19th Amendment to the Constitution was ratified and went
into effect. This amendment gave women the right to vote.
Why is the right to vote so important?
7
When a person gets to vote, he or she has a voice in a big decision. By
voting, the person participates in making important choices, and, consequently,
he or she is seen as a valuable person in society. But the right to vote means
even more than that. The 19th Amendment shows that men and women are
equal under the law; it gives them equal benefits and privileges.
8
The 19th Amendment wasn’t just the end of a long fight for rights.
Rather, it opened the door to new opportunities. Women began to be more
active in politics, and they began to work at jobs that had once been solely
reserved for men. New laws were passed, such as Title IX, which gave women
more opportunities in education and sports. Life improved for both men and
women because freedom and justice are good for a country.
9
The next time you see a polling place or a commercial on television for
an election, you might think about the people and the process that made that
possible for all.
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Which example does the author of “Title IX” use to support the idea that Title IX
changed how girls were taught in the classroom?
A More girls study math in college today than in 1972.
B Today, girls can play sports like basketball and soccer.
C High school dropout rates are lower today than in 1972.
D Today, schools must provide sports equipment for boys’ and girls’ sports.
31
What is the meaning of the word career as it is used in this sentence from
“Title IX”?
“Now both boys and girls are encouraged to work hard and choose any
career they would like.” (paragraph 7)
Acollege
Bjob
Cdream
Dsalary
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32
Read this sentence from paragraph 5 of “Women’s Suffrage.”
“After the meeting, some people who did not believe in women’s suffrage
began to mock the efforts of the people at the meeting.”
What does the word mock mean as it is used in the sentence?
A to disappoint the hopes of
B to treat with scorn
C to imitate closely
D to create something false
33
How does the author of “Women’s Suffrage” support the point that the 19th
Amendment helped to create new opportunities for women? Use at least two
details from the text in your response.
Write your answer on the lines below.
34
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Which statement describes how the authors organized their ideas in the
two articles?
A In “Title IX,” the author tells about events in the order they took place. In
“Women’s Suffrage,” the author describes a problem and the steps people
took to solve it.
B In “Title IX,” the author compares two topics. In “Women’s Suffrage,” the
author examines the effects of a law.
C In “Title IX,” the author describes how a law changed over time. In “Women’s
Suffrage,” the author discusses the rights of two groups of people.
D In “Title IX,” the author describes the effects of one law. In “Women’s
Suffrage,” the author describes the history of an issue.
35
Based on the articles, select two sentences that show what happened as a result
of the passing of both the 19th Amendment and Title IX.
A White students and black students became more equal.
B Women and men began to receive equal pay for the same jobs.
C Some Americans suffered from losing several of their rights.
D All Americans benefited from laws that created more equality.
E Women were able to run for political office.
F Opportunities for women and girls were increased.
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36
What purpose do the authors share in writing these two articles?
A to persuade people to become more politically active
B to encourage girls and women to take advantage of their rights
C to describe the effects of women and girls getting more rights
D to thank leaders for giving girls and women new opportunities
37
Based on information in the two articles, which statement explains why Title IX
was necessary even though the 19th Amendment had been passed?
A The 19th Amendment gave women the right to vote, but it did not give them
the right to be elected.
B The 19th Amendment gave white women the right to vote, but it did not give
black women the same rights.
C The 19th Amendment gave women and men equal voting rights, but it did
not give them equal rights in other areas of life.
D The 19th Amendment gave women the right to equal pay, but women were
still not allowed to hold many types of jobs.
36
Assessment 1
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Read the poem. Then answer the questions that follow.
The Old Oaken Bucket
by Samuel Woodworth
How dear to my heart are the scenes of my childhood,
When fond recollection presents them to view!
The orchard, the meadow, and deep-tangled wildwood,
And every loved spot which my infancy knew,
  5
The wide-spreading pond and the mill which stood by it,
The bridge and the rock where the cataract1 fell;
The cot2 of my father, the dairy house nigh it,
And e’en the rude bucket which hung in the well.
The old oaken bucket, the iron-bound bucket,
10
The moss-covered bucket which hung in the well.
That moss-covered bucket I hailed as a treasure;
For often at noon, when returned from the field,
I found it the source of an exquisite pleasure,
The purest and sweetest that nature can yield.
15
How ardent I seized it with hands that were glowing!
And quick to the white-pebbled bottom it fell;
Then soon, with the emblem of truth overflowing,
And dripping with coolness, it rose from the well;
The old oaken bucket, the iron-bound bucket,
20
The moss-covered bucket, arose from the well.
1
cataract: a large waterfall or steep rapids
2
cot: a small house
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38
How sweet from the green mossy brim to receive it,
As poised on the curb, it inclined to my lips!
Not a full blushing goblet could tempt me to leave it,
Though filled with the nectar that Jupiter sips.
25
And now, far removed from the loved situation,
The tear of regret will intrusively swell,
As fancy reverts to my father’s plantation,
And sighs for the bucket which hangs in the well;
The old oaken bucket, the iron-bound bucket,
30
The moss-covered bucket which hangs in the well.
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38
What is the meaning of the underlined phrase from line 15 of the poem?
“How ardent I seized it with hands that were glowing!”
A The speaker’s body was producing light.
B The speaker was excited to drink the water.
C The speaker’s body was warm to the touch.
D The speaker found the bucket to weigh little.
39
Which words from the poem express the speaker’s feelings about his youth?
A “How dear to my heart”
B “I seized it”
C “far removed”
D “The tear of regret”
40
Which statement describes how the second stanza of the poem contributes to its
overall meaning?
A It contrasts the battered old bucket with the surrounding beauty of nature.
B It develops the setting by listing the different features of the family’s farm.
C It provides detailed information about how to operate an old-fashioned well.
D It describes the speaker’s fond memories of drawing water from the well.
E It explains why the iron on the bucket felt like it was glowing with heat.
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41
The following question has two parts. First, answer Part A. Then, answer Part B.
Part A
Read the following lines from the poem.
“Not a full blushing goblet could tempt me to leave it,
Though filled with the nectar that Jupiter sips.”
What does the poet mean to express about the speaker through this
figurative language?
A Nothing could taste better to him than the water from the well.
B The sweetness of the water attracted him like a bee to honey.
C Drinking from the big bucket made him imagine he was a Roman god.
D The water was all he had to drink so he tried to make the best of it.
Part B
Select a line from the poem that supports the answer in Part A.
A “And e’en the rude bucket which hung in the well.”
B “I found it the source of an exquisite pleasure,”
C “The tear of regret will intrusively swell,”
D “The old oaken bucket, the iron-bound bucket,”
40
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42
How does the speaker use the first stanza to contribute to the meaning of the
poem as a whole?
A He introduces the topic of the well’s depth and the reasons it affected
his youth.
B He remembers the occasions he spent in the country and the importance
of water.
C He prepares the reader for a discussion of childhood memories and
their effects.
D He recalls how much he enjoyed his youth on the farm and introduces
the bucket.
43
The following question has two parts. First, answer Part A. Then, answer Part B.
Part A
How would the speaker describe the scene shown in the illustration?
Alonely
Bquiet
Cpleasant
Dboring
Part B
Which line from the poem supports the answer in Part A?
A “The orchard, the meadow, and deep-tangled wildwood,”
B “And every loved spot which my infancy knew,”
C “The purest and sweetest that nature can yield.”
D “And quick to the white-pebbled bottom it fell;”
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41
44
What does the illustration help the reader understand about the poem?
A that the speaker remembers how difficult his life on the farm used to be
B that the speaker feels joy in recalling simple things from his childhood
C that the speaker is bothered by how much work it used to be just
to get a drink
D that the speaker is saddened by how far his childhood home was
from other people
STOP
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Session 2: Listening Passage
Questions #45–49
Directions: Look at the picture and listen to the audio.
Principal breeding range
Distribution of the
Passenger Pigeon
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45
What are the two main ideas presented in the audio?
A In 1914, the last passenger pigeon died.
B Passenger pigeons were hunted until none were left.
C Scientists hope to bring back passenger pigeons.
D The weight of resting passenger pigeons damaged trees.
E Passenger pigeons roamed across half the United States.
F Some passenger pigeon flocks were big enough to block the sun.
44
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46
This question has two parts. First, answer Part A. Then, answer Part B.
Part A
Select the statement that describes the speaker’s claim.
A One way to appreciate nature is by bird watching.
B A species is extinct when none of them are left.
C A flock of passenger pigeons in the sky was an astonishing sight.
D There are not as many passenger pigeons today as there used to be.
Part B
Underline two sentences that the speaker uses to support the claim in Part A.
Have you ever watched a flock of birds fly overhead? Maybe 10 or
20 birds, together in a close formation, mysteriously knowing where they
were heading? After a minute or so, they are gone from view. Now imagine
watching a flock of birds so huge that it covers the entire sky, blocking out
the sun, seemingly turning day into night! And if that isn’t amazing enough,
picture that darkness lasting for three whole days at a time! That’s what
it was like to witness the flight of passenger pigeons in America about
150 years ago.
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47
Which sentence best summarizes the audio presentation?
A It compares passenger pigeons to other birds.
B It describes how people harmed passenger pigeons.
C It explains how passenger pigeons might be saved.
D It tells about the history of passenger pigeons.
48
Describe one reason the speaker gives to explain how humans caused passenger
pigeons to disappear.
Write your answer on the lines below.
49
What information does the map contain that is not in the audio?
A how far passenger pigeons traveled
B what passenger pigeons look like
C how people hunted passenger pigeons
D how big a passenger pigeon flock might be
46
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Session 2: Editing Task
Questions #50–55
Six underlines in the text show a word or phrase that may be incorrect.
Read the passage. Then answer the questions that follow.
Sunday, March 25, was the first day of Turn-Off-the-Television-and-Keep-It-Off-for-
the-Whole-Week Week. Everyone at Westfield Elementary School approached the date
with dread. The servers in the cafetearia prepared meals with worried looks and shaking
hands. Teachers buzzed about it in the teachers’ room. Students whispered about the
approaching date in hallways. The date was so terrifying that some Westfield students
break into tears at the mention of it.
Principal Blodgett promised to take the entire school to Wacky World Water
Park if everyone turned off his or her television set for a week. Would either Westfield
students and Westfield teachers be up to the challenge?
“What about educational television Mr. Blodgett?” Ms. Morgan, the school
librarian, wondered.
“No, there will be no television of any kind,” Mr. Blodgett answered. “Read a book,
take a walk; or play a game.”
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47
“Boy, how tough will this be?” Mr. Kramer complained after Mr. Blodgett had
left. Although everyone thought it be hard, turning off the television was easier than
expected. By the end of the week, the school was buzzing with excitement over having
won a wonderful trip.
50
Read the sentence below.
The servers in the cafetearia prepared meals with worried looks and shaking
hands.
Which word should replace “cafetearia”?
Acafateria
Bcafeteria
Ccafetearia
Dcaffeteria
48
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51
Read the sentence below.
The date was so terrifying that some Westfield students break into tears at
the mention of it.
Which word or words should replace “break”?
A have broken
B will be breaking
C will break
Dbroke
52
Read the sentence below.
Would either Westfield students and Westfield teachers be up to
the challenge?
Which word or words should replace “either Westfield students and”?
A either Westfield students nor
B neither Westfield students or
C either Westfield students or
D neither Westfield students and
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49
53
Read the sentence below.
“What about educational television Mr. Blodgett?” Ms. Morgan, the school
librarian, wondered.
Which words should replace “television Mr. Blodgett?”?
A television, Mr. Blodgett
B television Mr. Blodgett
C television—Mr. Blodgett
D television: Mr. Blodgett
54
Read the sentence below.
“Read a book, take a walk; or play a game.”
Which words should replace “a walk;”?
A a walk
B a walk,
C a walk;
D a walk.
50
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55
Read the sentence below.
Although everyone thought it be hard, turning off the television was easier
than expected.
Which words should replace “be”?
Ais
B have been
C will be
D would be
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51
Session 3: Text-Based Writing
Question #56
To: Incoming 6th Graders
From:Lincoln After-School
Re: Sign Up Today for Exciting Programs!
1
Thank you for your enrollment at Lincoln Middle School! We are looking
forward to welcoming you as an incoming 6th grader. Below is a list of our afterschool activities. Lincoln After-School is known for choices, choices, choices.
We keep your afternoons busy, productive, and interesting.
2
We recommend that students register for five programs to explore
something different each afternoon. Each semester, there will be an opportunity
to enroll in new and different programs. This enables students to familiarize
themselves with many different physical activities, creative arts, and other social
and intellectual events that are not available to them during the school day.
Studies show that kids who are in after-school programs do better at school,
develop new skills, and have lower high school dropout rates.
3
We strongly discourage our students from focusing on just one after
school activity. It is important for middle-schoolers to do the following: exercise;
be creative; learn; make friends; and participate in community activities.
Lincoln After-School’s offerings provide opportunities for all of these
experiences. Students should not be limited to just one type of activity.
This is a time to learn about yourself and what you like and dislike. This is
a time to experience many, many things.
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Offerings include:
• Insect club
• Chess club
• Drama club
• Drawing and Painting
• Feed-the-Hungry Program
• Great Novels: Book Discussion Group
• Gymnastics
• Hip-Hop Dance
• Poetry Circle
• Pottery-making
• Robotics
• Writers’ Workshop
• Yoga
4
If you have questions about any of the programs, please call the Lincoln
After-School office or stop by and we will be happy to help you in person.
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To: the Entire Student Body
From: Coach Rigby
Re: Sports Sign-Up Day
5
Sports Sign-Up Day will be September 2, beginning at 7 AM, and we recommend
that each student select a sport for the year. The following sports will
be available:
• Basketball
• Baseball
• Rowing
• Hockey
• Track and Field
• Soccer
• Swimming
• Tennis
6
Practice for all sports will take place 4 days a week after school. All sports will
have weekend competitions.
7
Attendance for practices and competitions is mandatory. A maximum of
4 absences per year is allowed. A valid note from a parent or guardian will
be required.
8
Specializing in a sport will allow you to excel. Students today are torn between
too many activities. That prevents them from excelling in any one thing.
Perfecting your skills in one area is a great way to build self-esteem.
9
Playing on a team will also help you to build a strong social network. Teammates
work together on the field, celebrate their victories together, and mourn their
losses together. No wonder they become fiercely loyal to one another.
10
Learning to cooperate on a team is a skill that will be useful for the rest of your
life. It will help you no matter what job or career you choose.
54
Assessment 1
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Studies have shown that playing a sport can do the following:
improve fitness
lower risk for obesity
improve mental clarity
improve confidence
build strong bones and muscles
reduce anxiety and depression
improve behavior
improve academic performance
11
Hope to see you all on Sports Sign-Up Day.
Sincerely,
Coach Rigby
Go On
Assessment 1
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55
Letter to the Editor
12
I recently heard from my grandson Timmy, who told me about his soccer
schedule this past season—three practices a week and then a game on the
weekend. He has also been taking pottery classes and drum lessons. What
Timmy did not tell me, his father did. Timmy was having trouble getting his
homework finished at night, and he had no time to see friends because of
all of his activities. I think that Timmy is not alone and that many kids today
are overscheduled.
13
I have a radical thought. Parents, try something new and different when
school starts again. I recommend that you do not sign up your kids for any
sports or other after-school activities. It may sound crazy to you, but there are
many good reasons to do this.
14
First, your kids will get a chance to be outside in nature. When I was a
boy, I used to take long hikes in nature. I loved listening to the sounds of the
birds in the trees and studying all the bugs that I found, and I became quite an
expert in both! When it was warm outside, I swam in the swimming hole up the
road. When it was cold, I bundled up and went snowshoeing. Those afternoons
helped me to learn quite a bit about the world and about myself, and they
created some of my most wonderful memories.
15
The American Medical Association agrees that playing in nature is
important. They say that going out into nature for unstructured play makes kids
happier and smarter and helps them learn to get along with others.
16
Another reason to forgo activities for a while is that your kids will have
time to read books. Literature can be a great escape and a great teacher.
Remember how your kids used to love sitting on your lap and hearing a story
when they were young? Well, here is an opportunity for them to discover great
stories for kids their own age. Go outside with them. Sit under a tree with a
snack and some good books. Nothing better than that! As it turns out, the
research supports this idea, too. According to the Institute of Education, kids
who read for pleasure do better in school.
56
Assessment 1
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17
Another very important thing that kids miss when they are busy with
activities is time to dream. Without imagination, we would never advance as a
society. All progress comes from somebody dreaming up new ideas and new
inventions. If kids have time, they may surprise you. You may find them
painting, drawing, writing, or even researching topics that interest them.
18
Finally, with no after-school commitments, kids will be able to get
their homework done on time. They will also have time to spend with family
and friends.
19
Give it a try for one semester. Experiment with a Grandpa’s old-fashioned
idea. Do it for your children!
Sincerely,
Jebediah Oswald
Go On
Assessment 1
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57
56
The readings talked about ways students can spend their free time. Write an
essay in which you give your opinion about the best way for kids to spend their
free time after school. Use information from the passages in your essay.
Manage your time carefully so that you can
• read the passages;
• plan your essay;
• write your essay; and
• revise and edit your essay.
Be sure to include
• an introduction;
• support for your opinion using the information from the passages; and
• a conclusion that is related to your opinion.
Write your essay on the lines provided.
You have 90 minutes to read the passages and plan, write, revise, and edit
your essay.
58
Assessment 1
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Go On
Assessment 1
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59
Go On
60
Assessment 1
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STOP
Assessment 1
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61
Ready® FSA ELA Assessments, Level 5
Answer Form
Name
Teacher
School
Grade
City
Cut along the dotted line.
Assessment 1
1. A B C D
19B. A B C D
39. A B C D
2. A B C D
20. See page 18.
40. A B C D E
3. See page 3.
21. A B C D
41A. A B C D
4. A B C D
22. A B C D
41B. A B C D
5A. A B C D
23A. A B C D
42. A B C D
5B. A B C D E F
23B. A B C D
43A. A B C D
6. A B C D
24A. A B C D
43B. A B C D
7. A B C D
24B. A B C D
44. A B C D
8. A B C D
25. See page 27.
45. A B C D E F
9. A B C D
26. A B C D
46A. A B C D
10. A B C D
27. A B C D
46B. See page 45.
11A. A B C D
28. A B C D
47. A B C D
11B. A B C D
29. A B C D
48. See page 46.
12. A B C D
30. A B C D
49. A B C D
13. A B C D
31. A B C D
50. A B C D
14. See page 11.
32. A B C D
51. A B C D
15. A B C D
33. See page 34.
52. A B C D
16A. A B C D
34. A B C D
53. A B C D
16B. See page 15.
35. A B C D E F
54. A B C D
17. A B C D
36. A B C D
55. A B C D
18. A B C D E F G
37. A B C D
56. See page 58.
19A. A B C D
38. A B C D
123