CCSS/PARCC Prep
Grade 5
Reading Comprehension
Teacher Edition
by E.J. von Schoff
Student Book ISBN: 978-1-4974-3834-7 • Class Pack ISBN: 978-0-7827-2329-8
Item Code RAS 2730 • Copyright © 2014 Queue, Inc.
All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form or by
any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval
system. Printed in the United States of America.
Queue, Inc. • 80 Hathaway Drive, Stratford, CT 06615
(800) 232-2224 • Fax: (800) 775-2729 • www.qworkbooks.com
Table of Contents
To the Teacher ....................................................v
Two Teams of Detectives Make a Discovery ........1
What is the Big Deal with Carbon? ....................11
The Donkey and the Watchdog............................15
Webpage: Ask a Geologist ....................................17
Grandpa Bill and the Tornado ............................19
from The Jungle Book ..........................................22
by Rudyard Kipling
Roberto Clemente ................................................26
Erin Raises Chickens ..........................................28
Webpage: The Minting Process Revealed—
Step 1: Blanking ..................................................30
“The Wind and the Moon”....................................32
by George MacDonald
Webpage: Fun Farming Facts ............................35
Tide Pooling ..........................................................37
from The Adventures of Reddy Fox—Part I ......39
by Thornton W. Burgess
from The Adventures of Reddy Fox—Part II......42
by Thornton W. Burgess
Three Readings About Working Dogs ................45
The Vain Jackdaw ................................................49
Early American Artists ........................................51
“Sea Fever”............................................................54
by John Masefield
“There is No Frigate Like a Book” ......................56
by Emily Dickinson
Coyotes ..................................................................58
Webpage: Solar Eclipse ........................................62
from “Through the Looking-Glass”—Part I ........64
by Lewis Carroll
Two More Readings from “Through the
Looking-Glass”......................................................68
by Lewis Carroll
President John F. Kennedy..................................72
Two Endings ........................................................74
“The Miller of the Dee” ........................................80
by Charles Mackay
William Tell—Scene I ..........................................82
by Florence Holbrook
William Tell—Scene II ........................................86
by Florence Holbrook
Three Readings About an Earthquake................90
The Lionfish Invasion! ........................................93
“The Traveling Bear”............................................96
by Amy Lowell
The Man Who Changed Baseball ........................98
from Peter Pan ..................................................101
by J.M. Barrie
Debt ....................................................................108
Three Readings About Tornadoes ......................110
“Paul Revere’s Ride” ..........................................116
by Henry Wadsworth Longfellow
from The Log of a Cowboy—Part I....................123
by Andy Adams
from The Log of a Cowboy—Part II ..................125
by Andy Adams
from The Log of a Cowboy—Part III ................126
by Andy Adams
Cats ....................................................................130
Two Readings About Quilts ..............................133
“The Eagle” ........................................................136
by Lord Alfred Tennyson
Amelia Earhart ..................................................137
Two “Crimes” ......................................................140
Composting ........................................................142
from Greyfriars Bobby ......................................145
by Eleanor Atkinson
Two Readings About Another Country..............149
Robin Hood and the Sad Knight—Scene I........153
by Florence Holbrook
Robin Hood and the Sad Knight—Scene II ......158
by Florence Holbrook
Into the Earth ....................................................162
Family Misfit ......................................................164
Nikki’s Balloon Ride ..........................................170
from “Pollyanna” ................................................174
by Eleanor H. Porter
from “Heidi” ........................................................182
by Johanna Spyri
Young Girl’s Diary ..............................................189
Make The Most of Your Whale-Watching
Experience ..........................................................193
To the Teacher
This workbook is designed to help your students prepare for the Reading portion of
the Common Core State Standards exam. Each passage in this book is followed by
multiple-choice questions, each of which tests a specific Common Core standard for
Grade 5 Reading. The Teacher Edition highlights each correct answer and indicates
the standard tested by the question, as well as the Depth of Knowledge (DOK) level.
The Common Core standards for Reading are as follows:
CCSS Grade 5 Reading Standards
1: LITERATURE
Key Ideas and Details
RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the text.
RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
Craft and Structure
RL.5.4. Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.
RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.
Integration of Knowledge and Ideas
RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty
of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
RL.5.8. (Not applicable to literature)
RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on
their approaches to similar themes and topics.
Range of Reading and Complexity of Text
RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 4–5 text complexity band independently and
proficiently.
v
2: INFORMATIONAL TEXT
Key Ideas and Details
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
Craft and Structure
RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a
text relevant to a grade 5 topic or subject area.
RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
Integration of Knowledge and Ideas
RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve a problem efficiently.
RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
RI.5.9. Integrate information from several texts on the same topic in order to write or speak about
the subject knowledgeably.
Range of Reading and Level of Text Complexity
RI.5.10. By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 4–5 text complexity band
independently and proficiently.
3: FOUNDATIONAL SKILLS
Phonics and Word Recognition
RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words.
• Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
Fluency
RF.5.4. Read with sufficient accuracy and fluency to support comprehension.
• Read grade-level text with purpose and understanding.
• Read grade-level prose and poetry orally with accuracy, appropriate rate,
and expression.
• Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
vi
Question/Standard Correlation
The tables on the following pages list the passages included in this workbook, an answer
key and the Common Core standard tested by the question, as well as the DOK level of the
question. Several passages now also include new types of questions that will appear in
PARCC assessments:
• Evidence-Based Selected Response (EBSR): Combines a traditional selectedresponse question with a second selected-response question that asks students to
show evidence from the text that supports the answer they provided to the first
question. Underscores the importance of Reading Anchor Standard 1 for
implementation of the CCSS.
• Range of Prose Constructed Response (PCR): Elicits evidence that students have
understood a text or texts they have read and can communicate that
understanding well, both in terms of written expression and knowledge of
language and conventions. There are four of these items of varying types on each
annual performance-based assessment.
For practice answering the following type of question, we recommend purchasing the
whiteboard version of this Queue workbook:
• Technology-Enhanced Constructed Response (TECR): Uses technology to capture
student comprehension of texts in authentic ways that have been difficult to score
by machine for large scale assessments (e.g., drag and drop, cut and paste, shade
text, move items to show relationships).
What is DOK?
Many educators are familiar with Bloom’s Taxonomy as a way to guide curriculum
development and critical thinking. In recent years, Norman Webb’s work on Depth of
Knowledge (DOK) has been introduced. Webb’s work grew out of research on studying
different state assessments and their alignment with their state standards.
Psychometricians and test developers have been using DOK as a way to design and
evaluate different assessment tasks, but DOK has not received much attention by
instructional specialists. However, it is very relevant in defining what is meant by “more
rigorous tasks” required by the CCSS.
Webb’s Depth of Knowledge (DOK) provides a vocabulary and a frame of reference when
thinking about our students and how they engage with the content, offering a common
language to understand “rigor,” or cognitive demand, in assessments, as well as curricular
units, lessons, and tasks.
Webb developed four DOK levels that grow in cognitive complexity and can help teachers
better align academic tasks to the career and college readiness trajectory. Webb’s four DOK
levels provide educators a lens on creating more cognitively engaging and challenging
tasks. Educators can begin to consider these DOK levels as they revise, revisit, “upgrade”
and create curriculum maps.
vii
Webb’s Depth of Knowledge Levels are:
DEPTH OF KNOWLEDGE
(DOK) LEVEL
DOK DEFINITION
DOK-1:
Recall & Reproduction
Recall of a fact, term, principle, concept, or perform a routine procedure.
DOK-2:
Basic Application of
Skills/Concepts
Use of information, conceptual knowledge, select appropriate
procedures for a task, two or more steps with decision points along the
way, routine problems, organize/display data, interpret/use simple
graphs.
DOK-3:
Strategic Thinking
Requires reasoning, developing a plan or sequence of steps to
approach problem; requires some decision making and justification;
abstract, complex, or non-routine; often more than one possible
answer.
DOK-4:
Extended Thinking
An investigation or application to real world; requires time to research,
problem solve, and process multiple conditions of the problem or task;
non-routine manipulations, across disciplines/content areas/multiple
sources.
viii
Page #
Title
Question
Answer
DOK
Standard
1
Two Teams of Detectives Make a
Discovery
1
D
1
RL.5.1
2
H
3
RL.5.2
3
C
1
RL.5.1
4
G
3
RL.5.9
5
B
3
RL.5.9
6
H
3
RL.5.2
6A
D
3
EBSR
7
-
3
RPCR
1
C
2
RI.5.4
2
F
3
RI.5.8
3
D
1
RI.5.2
4
H
4
RI.5.7
5
B
4
RI.5.3
1
D
1
RL.5.1
2
G
1
RL.5.1
3
A
1
RL.5.1
4
G
3
RL.5.2
5
C
4
RL.5.2
1
C
2
RI.5.7
2
H
2
RI.5.7
3
D
2
RI.5.1
4
F
4
RI.5.2
1
C
3
RL.5.2
2
H
2
RF.5.3
3
B
2
RL.5.5
4
F
2
RL.5.2
1
D
3
RL.5.1
2
G
1
RL.5.1
3
C
1
RL.5.1
4
H
3
RL.5.3
5
A
2
RL.5.4
1
D
1
RI.5.1
2
G
3
RI.5.8
3
B
2
RI.5.2
1
B
1
RI.5.1
2
F
3
RI.5.8
3
A
4
RI.5.1
11
15
17
19
22
26
28
What Is the Big Deal with Carbon?
The Donkey and the Watchdog
Web Page: Ask-A-Geologist
Grandpa Bill and the Tornado
from The Jungle Book
Roberto Clemente
Erin Raises Chickens
© 2014 Queue, Inc. All rights reserved.
ix
Reproducing copyrighted material is against the law!
Page #
Title
Question
Answer
DOK
Standard
30
Web Page: The Minting Process
Revealed—Step 1: Blanking
1
C
1
RI.5.3
2
F
1
RI.5.4
3
D
2
RI.5.7
4
G
1
RI.5.3
1
B
1
RL.5.1
2
F
1
RL.5.2
3
D
3
RL.5.2
1
C
1
RI.5.1
2
J
1
RI.5.1
3
D
3
RI.5.2
4
G
2
RI.5.7
1
A
3
RI.5.2
2
F
1
RI.5.1
3
C
3
RI.5.3
1
C
1
RL.5.2
2
F
2
RL.5.4
3
B
2
RL.5.3
4
G
3
RL.5.2
5
D
2
RL.5.1
1
D
3
RL.5.1
2
F
3
RL.5.2
3
C
3
RL.5.2
4
J
3
RL.5.2
1
C
1
RI.5.4
2
H
2
RI.5.5
3
A
2
RI.5.6
4
J
3
RI.5.9
5
B
2
RI.5.1
6
J
2
RI.5.4
1
A
3
RL.5.3
2
H
1
RL.5.1
3
C
1
RL.5.1
4
H
3
RL.5.2
32
35
37
39
42
45
49
The Wind and the Moon
Web Page: Fun Farming Facts
Tide Pooling
from The Adventures of
Reddy Fox, Part I
from The Adventures of
Reddy Fox, Part II
Three Readings About
Working Dogs
The Vain Jackdaw
Reproducing copyrighted material is against the law!
x
© 2014 Queue, Inc. All rights reserved.
Page #
Title
Question
Answer
DOK
Standard
51
Early American Artists
1
C
2
RI.5.4
2
G
3
RI.5.3
3
A
2
RI.5.8
4
H
1
RI.5.3
5
D
3
RI.5.2
6
-
3
RPCR
1
B
3
RL.5.2
2
H
2
RL.5.4
3
C
2
RL.5.1
4
F
2
RL.5.7
5
C
4
RL.5.2
6
J
4
RL.5.4
1
B
4
RL.5.2
2
H
2
RL.5.4
3
B
2
RL.5.1
4
J
3
RL.5.2
1
B
1
RF.5.3
2
G
2
RI.5.1
3
C
1
RI.5.1
4
F
3
RI.5.2
5
D
3
RI.5.1
6
H
1
RI.5.1
7
C
1
RI.5.1
8
-
3
RPCR
1
C
4
RI.5.2
2
J
2
RI.5.7
3
B
1
RI.5.1
1
D
1
RF.5.4
2
H
3
RL.5.3
3
D
2
RL.5.5
3a
H
2
EBSR
4
D
3
RL.5.2
5
-
3
RPCR
1
A
1
RL.5.2
2
G
1
RL.5.2
3
B
2
RL.5.5
4
H
4
RL.5.5
5
D
4
RL.5.1
54
56
58
62
64
68
Sea Fever
There Is No Frigate like a Book
Coyotes
Web Page: Solar Eclipse
from Through the Looking-Glass –
Part I
Two More Readings from Through
The Looking Glass
© 2014 Queue, Inc. All rights reserved.
xi
Reproducing copyrighted material is against the law!
Page #
Title
Question
Answer
DOK
Standard
72
President John F. Kennedy
1
D
2
RI.5.2
2
J
1
RI.5.3
3
B
3
RI.5.8
4
H
4
RI.5.2
1
B
3
RL.5.9
2
G
3
RL.5.9
3
C
3
RL.5.9
4
J
4
RL.5.2
1
B
3
RL.5.3
2
H
1
RL.5.1
3
C
3
RL.5.2
1
D
1
RL.5.1
2
G
2
RL.5.3
3
A
3
RL.5.2
4
J
1
RL.5.2
2
F
2
RI.5.5
1
A
1
RL.5.1
2
H
1
RL.5.1
3
A
2
RL.5.3
4
J
1
RL.5.1
5
B
3
RL.5.2
1
D
3
RI.5.6
2
F
2
RI.5.5
3
A
2
RI.5.9
4
J
3
RI.5.8
5
B
3
RI.5.3
1
D
3
RI.5.3
2
H
2
RI.5.7
3
C
3
RI.5.6
4
H
1
RI.5.1
5
C
4
RI.5.9
1
D
1
RL.5.1
2
F
3
RL.5.2
3
A
3
RL.5.1
4
G
3
RL.5.1
5
C
4
RL.5.2
6
J
4
RL.5.2
74
80
82
86
90
93
96
Two Endings
The Miller of the Dee
William Tell, Scene I
William Tell, Scene II
Three Readings About an
Earthquake
The Lionfish Invasion!
The Travelling Bear
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xii
© 2014 Queue, Inc. All rights reserved.
Page #
Title
Question
Answer
DOK
Standard
98
The Man Who Changed Baseball
1
B
1
RI.5.1
2
J
1
RI.5.1
3
B
4
RI.5.8
4
H
1
RI.5.1
5
C
3
RI.5.2
6
F
1
RI.5.1
6a
C
1
EBSR
1
D
2
RL.5.2
2
F
2
RL.5.5
3
D
2
RL.5.2
4
H
3
RL.5.2
5
C
1
RL.5.1
6
J
3
RL.5.3
7
C
1
RL.5.1
7a
J
1
EBSR
8
-
1
RPCR
1
A
3
RI.5.2
2
H
2
RI.5.1
3
C
2
RI.5.4
4
J
3
RI.5.5
1
D
3
RI.5.6
2
G
3
RI.5.5
3
A
3
RI.5.9
4
F
1
RF.5.3
5
C
3
RI.5.9
6
H
3
RI.5.9
6a
D
3
EBSR
7
-
3
RPCR
1
C
2
RL.5.1
1a
G
2
EBSR
2
A
3
RL.5.4
3
J
3
RL.5.2
4
B
2
RL.5.5
5
G
3
RL.5.6
6
-
3
RPCR
1
A
3
RI.5.3
2
H
2
RI.5.4
3
D
2
RI.5.2
4
J
3
RI.5.8
101
108
110
116
123
from Peter Pan
Debt
Three Readings About Tornadoes
Paul Revere’s Ride
from The Log of a Cowboy, Part I
© 2014 Queue, Inc. All rights reserved.
xiii
Reproducing copyrighted material is against the law!
CCSS_RAS_RC_5_T_R02
Page #
Title
Question
Answer
DOK
Standard
125
from The Log of a Cowboy, Part II
126
from The Log of a Cowboy, Part III
130
Cats
133
Two Readings About Quilts
136
The Eagle
137
Amelia Earhart
140
Two “Crimes”
142
Composting
1
2
3
1
2
3
4
5
6
6a
7
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
6
C
G
D
B
J
D
F
A
H
A
B
F
D
J
B
G
B
G
B
F
C
J
C
H
B
D
F
C
H
C
B
H
C
J
B
C
J
D
G
A
J
3
3
2
3
3
1
2
1
1
1
2
1
2
1
1
2
3
3
1
2
3
1
1
1
2
2
1
4
1
3
1
2
2
4
3
4
3
1
4
4
3
2
RI.5.2
RI.5.3
RI.5.4
RI.5.1
RI.5.1
RI.5.1
RI.5.4
RI.5.1
RL.5.3
EBSR
RPCR
RI.5.1
RI.5.2
RI.5.1
RI.5.1
RI.5.2
RI.5.1
RI.5.6
RI.5.1
RI.5.4
RI.5.1
RI.5.1
RI.5.1
RL.5.1
RL.5.4
RL.5.4
RI.5.1
RI.5.2
RI.5.1
RI.5.2
RI.5.1
RL.5.4
RL.5.4
RL.5.2
RL.5.2
RL.5.6
RI.5.1
RI.5.1
RI.5.8
RI.5.3
RI.5.3
RI.5.2
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xiv
© 2014 Queue, Inc. All rights reserved.
Page #
Title
Question
Answer
DOK
Standard
145
from Greyfriars Bobby
1
C
1
RL.5.1
2
J
2
RL.5.1
3
B
3
RL.5.3
4
G
4
RL.5.6
5
D
2
RL.5.4
149
153
158
162
164
Two Readings About Another
Country
1
A
3
RI.5.6
2
G
2
RI.5.4
3
C
3
RI.5.8
4
F
1
RI.5.1
5
C
3
RI.5.9
6
F
4
RI.5.9
1
C
1
RL.5.1
2
F
3
RL.5.2
3
D
1
RL.5.1
4
D
3
RL.5.3
1
B
1
RL.5.1
2
F
1
RL.5.3
3
C
2
RL.5.5
4
H
2
RL.5.4
5
A
3
RL.5.2
6
J
4
RL.5.2
1
A
1
RI.5.4
2
G
2
RI.5.7
3
A
2
RI.5.4
4
J
3
RI.5.2
1
B
1
RI.5.1
2
G
1
RI.5.1
3
D
1
RI.5.1
4
H
1
RI.5.1
5
D
1
RI.5.1
6
H
1
RI.5.1
7
A
1
RI.5.1
8
F
1
RI.5.1
8a
B
1
EBSR
9
-
3
RPCR
Robin Hood and the Sad Knight –
Scene I
Robin Hood and the Sad Knight –
Scene II
Into the Earth
Family Misfit
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RPCR
xv
Reproducing copyrighted material is against the law!
CCSS RAS RC 5 T R02
6
Page #
Title
Question
Answer
DOK
Standard
170
Nikki’s Balloon Ride
1
B
1
RI.5.1
2
G
1
RI.5.1
2a
C
1
EBSR
3
J
1
RI.5.1
3a
C
1
EBSR
3
RPCR
4
174
182
189
193
from “Pollyanna”
1
C
4
RI.5.1
2
G
1
RI.5.1
3
D
4
RI.5.1
4
G
4
RI.5.1
5
D
4
RI.5.1
6
G
4
RI.5.1
7
B
4
RI.5.1
7a
J
4
EBSR
8
-
3
RPCR
1
A
4
RI.5.1
2
G
4
RI.5.1
3
C
4
RI.5.1
4
G
4
RI.5.1
5
C
4
RI.5.1
6
J
4
RI.5.1
6a
C
4
EBSR
7
-
3
RPCR
1
A
1
RL.5.3
2
G
1
RL.5.3
3
A
1
RL.5.3
4
H
1
RL.5.3
4a
C
1
EBSR
5
-
3
RPCR
1
C
4
RI.5.1
2
G
4
RI.5.1
3
C
4
RI.5.1
3a
G
4
EBSR
4
-
3
RPCR
from “Heidi”
Young Girl’s Diary
Make the Most Out of Your
Whale-Watching Experience
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xvi
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TWO TEAMS OF DETECTIVES
MAKE A DISCOVERY
Reading One: from “THE OUTDOOR GIRLS AT OCEAN VIEW”
by Laura Lee Hope
CCSS/PARCC_RAS_RC_5_T_R04
1
“I suppose things are occasionally washed up by the sea,” Amy observed. “Let’s
look as we walk along the beach.”
2
Hardly knowing why they did so, the eyes of the outdoor girls roamed the
beach, which, as the tide had just gone out, was strewn with odds and ends.
Nothing of importance, though, it seemed—just bits of broken boxes and
barrels, bottles and tin cans, probably the refuse from coasting vessels.
3
“Oh, I’m tired!” Grace suddenly exclaimed. “Let’s see if we can find a place to
sit down.”
4
“Tired! No wonder, wearing such high-heeled shoes!” objected Betty. “You are
violating one of the ethics of the outdoor girls’ organization!” she went on. “You
can’t expect to walk in those.”
5
“I’m not going to do it again,” confessed Grace. “Oh, I simply must sit down.”
6
“The sand is so wet,” objected Mollie.
7
They managed to find a broken spar cast up by the waves, and by putting on
it some boards, which they turned over to find the dry side, they created a
comfortable seat.
8
“Oh, isn’t this just lovely!” exclaimed Betty, as she gazed out over the bay, now
glistening beneath the sun, which had come out from behind the storm clouds.
9
“It is perfect,” agreed Amy.
10
Mollie was idly digging in the sand behind the spar. She used a shell and had
scooped out quite a hole. Suddenly the shell scraped on something with a
shrill sound.
11
“Oh, don’t!” begged Grace. “You set my teeth on edge! What is it, Mollie?”
12
Mollie did not answer at once. She was digging in the sand more quickly now.
Again the shell scraped on some metal.
13
“Oh, Mollie!” objected Grace again, putting her hands over her ears. “What is
it?”
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14
“I—I think I’ve found something,” replied Mollie in a low voice. “Look, girls,
it’s some sort of box.”
15
They leaned over her. Her shell had scraped away the wet sand from the top
of a square piece of metal. Mollie tapped it.
16
“It—it sounds hollow!” she whispered.
17
“Probably a tin can,” said Betty.
18
“No,” spoke Mollie, resolutely.
19
“Here, let me help you!” exclaimed Amy.
20
She looked about for something with which to dig. Near where Mollie had
uncovered the piece of metal, a queerly shaped stick stuck upright in the sand.
Amy pulled it out, with no small effort, and at once began digging.
21
“Oh, it’s some sort of a box—an iron box!” cried Mollie, with eager, shining
eyes. “We really have found something.”
22
Mollie and Amy dug until they had wholly uncovered the object. Then, Mollie
put her hands under the lower edges and, with a sudden effort, brought up out
of the hole in the sand a curious iron box.
23
“It—it really is—something!” she said.
24
Instinctively, Betty looked out over the bay in the direction taken by the
strange, quarreling men in the motor boat.
25
Mollie Billette set the black iron box down on the log that the outdoor girls
had been sitting on. A little wind was rapidly drying the dampness. The wind
even dried some of the sand on the box and scattered it in a little rattling
shower on a bit of paper on the beach.
26
The girls did not seem to know what to say. Betty looked back from her glance
across the bay, in the direction of the now unseen boat, in time to notice
Mollie, ever neat, wiping her damp hands on her pocket handkerchief. Amy
was looking at the strangely carved stick she had used as a shovel to dig in
the sand.
27
“Oh!” exclaimed Grace. “Isn’t it wonderful! It really is a box!”
28
“Yes, it’s certainly that, all right!” added the more practical Mollie.
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CCSS/PARCC_RAS_RC_5_T_R04
29
“And if it should contain treasure!” went on Grace, rather at a loss because her
chocolates were all gone.
30
“Old Tin-Back should have found this,” commented Mollie.
31
“Or the boys,” spoke Betty. “I wish they were here.”
32
“The idea!” exploded Mollie. “As if we didn’t know what without the boys here
to tell us! That isn’t our Little Captain, is it, girls?” she asked the others.
33
“Oh, I only meant about the legal side of it,” said Betty, quickly.
34
“Oh, I see! She just wants—Allen!” remarked Grace.
35
“No, it isn’t that at all!” Betty cried, quickly. “But you know there are certain
rules about things found at sea, or near the sea. For instance, if this is above
the high-water mark, it might be the property of whoever owns the land back
there.”
36
“Well, it’s above high-water mark all right,” declared Amy. “Though I think, in
a heavy blow or at a high tide, the water might come up to here. But we can’t
go by rules now, can we, Betty?”
37
“I suppose not.”
38
“I’m going to take the box home with us,” Mollie declared. “It may have been
washed ashore from some ship, and there may be nothing in it but …”
39
“Tobacco!” exclaimed Grace with a laugh.
40
“Tobacco?” questioned the others in a chorus.
41
“It looks just like a tobacco box,” the chocolate-loving girl went on. “But
perhaps it isn’t.”
42
“Of course it isn’t!” declared Mollie.
43
“I’m sure it contains treasure,” said Amy. “Oh, if it should! Wouldn’t the old
lobsterman be surprised?”
44
“Well, he wouldn’t be the only one to be surprised,” spoke Mollie.
45
“I think we would ourselves,” added Betty, with a laugh. “Now, girls, let’s see
what we have found.”
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46
With a bunch of seaweed Mollie brushed from the box the sand that clung to
it. Then the outdoor girls gathered around the case as it rested on the log.
47
“Look!” exclaimed Grace as the covering of sand disappeared. “There are some
letters on the box.”
48
“So there are!” agreed Betty. They leaned forward to look.
49
Staring at them from the black top of the box were three white letters. They
were rather scratched and faded, but the girls soon made them out: B. B. B.
50
“B-B-B,” repeated Mollie, as she read them. “I wonder what they stand for?”
51
“Base-ball-band,” said Grace, quickly. “At least, that’s what Will would say if
he were here.”
52
“I wish some of the boys were here,” remarked Betty, and again she gave a
quick glance out across the bay.
53
“Why?” Amy wanted to know.
54
“Because those men might come back, and …”
55
“Do you think those men hid the box here?” asked Grace.
56
“That’s exactly what I think,” replied Betty, quickly. “Wouldn’t that explain
their strange conduct when they saw us?”
57
“How do you mean?” asked Amy.
58
“I mean I think those men had just hidden this box here in the sand. As they
went away, they saw us coming along. They were afraid we would find the box,
or at least some of them were, and wanted to come back to dig it up again.”
59
“And do you think that was why they were quarreling among themselves?”
demanded Mollie.
60
“I think so—yes. Doesn’t it seem natural?” Betty asked.
61
“Well, of course you can make almost any theory fit when you don’t know the
facts,” Mollie went on. “But how about the box having been washed up from
the ocean, and buried in the sand naturally? That could have happened,
couldn’t it?”
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CCSS/PARCC_RAS_RC_5_T_R04
62
“Oh, yes,” assented Betty. “The box wasn’t buried deep, so it could have got
there in a perfectly natural way. But, when you stop to think how the men
acted and the fact that it was just about here their boat was, I think my idea
is the best.”
63
“Well, those men certainly pushed off their boat from here,” declared Grace,
walking down toward the edge of the water. “See, there are the marks of the
keel in the sand.”
64
That was true enough, as all the girls could see. The black box had been
buried in the sand directly back from the point where the men had made their
departure.
65
“There’s another thing, too,” added Betty. “That stick Amy has.”
66
The other girls looked at it, Amy herself regarding it with rather curious eyes.
67
“It was stuck in the sand near the box,” Amy said. “I worked it loose, pulled it
up, and used it as a shovel.”
68
“Exactly what it might have been intended for,” spoke Betty, who let a little
note of exultation creep into her voice. “At least, that was one of the purposes
for which it was intended.”
69
“And what was the other?” Mollie asked, as she put back a stray lock of her
dark hair, for the wind had blown it about.
70
“As a mark,” said Betty.
71
“A mark!” exclaimed Amy.
72
“Yes,” went on Betty. “The men who hid the box put the stake in the sand so
they could find their treasure again.”
73
“Oh, then you are sure it is treasure,” Mollie returned.
74
“Well, we might as well think that as anything else—until we get the box open
and find it full of sand!” declared Betty, laughing.
75
“Oh, let’s open it now!” cried Grace, impulsively. “I’m just dying to see what’s
in it. Please let’s open it now.”
76
“Perhaps we have no right,” objected Amy.
77
“Why, of course we have,” insisted Grace, making “big eyes” at Amy. “We found
it. Can’t we open it, Betty?”
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READING TWO: FROM “RUTH FIELDING OF THE
RED MILL”
by Alice B. Emerson
1
“Ha, ha, ha!” chuckled the man to himself, as he wrapped the box up again in
the old clothes, and then thrust it hastily into the hollow tree. “Safe yet! safe
yet!”
2
He rose up then and without even looking about him, started directly away
from the glen. He plainly had no suspicion of the presence of the dog and the
trio of young folks. When he was out of sight and sound, Tom whispered, “I
declare, girls! That was Jasper Parloe!”
3
“That mean thing!” returned his sister. “I guess he’s a miser as well as a
hermit, isn’t he?”
4
“Looks like it. I’ve a good mind to take that thing he put in there and hide it
somewhere else. He wouldn’t be so sure about it’s being safe then, would he?”
5
“No! Don’t you touch his nasty things, Tom,” advised Helen, turning away.
6
But Ruth was still staring at the hidden hollow in the tree, and suddenly she
darted forward and knelt where Parloe had knelt.
7
“What are you going to do, Ruth?” demanded her friend.
8
“I want to see that box—I must see it!” cried the girl from the Red Mill.
9
“Hold on!” said Tom. “I’ll get it for you. You’ll get your dress dirty.”
10
“I wouldn’t touch it,” warned Helen.
11
“I must!” gasped Ruth, greatly excited.
12
“It doesn’t belong to you,” said Helen.
13
“And I’m very sure it doesn’t belong to Jasper Parloe,” declared Ruth.
14
Tom glanced at the girl from the Red Mill suddenly and with close attention.
He seemed to understand her excitement.
15
“Let me in there,” he said. “I can reach it, Ruthie.”
16
He pushed her gently, and, while Ruth and Helen held aside the mass of vines,
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6
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the boy crawled in and reached the bundle of rags. He carefully hauled it all
out and the box tumbled out of its loose wrappings.
CCSS/PARCC_RAS_RC_5_T_R04
17
“There it is!” grunted Tom, getting up and wiping his hands on a tuft of grass.
“What do you make of it?”
18
Ruth had the box in her hands. Helen, looking over her shoulder, pointed to
two faded letters painted on the cover of the box.
19
“That belongs to Jasper Parloe. His initials are on the box,” she said.
20
“‘J. P.’—that’s right, I guess,” muttered Tom.
21
It could not be denied that Parloe’s initials were there. Ruth stared at them
for some moments in silence.
22
“Better put it back. I don’t know what he can possibly have to hide like this,”
Tom said. “But we wouldn’t want to get into trouble with him. He’s a mean
customer.”
23
“It isn’t his box!” said Ruth, quietly.
24
“Why isn’t it?” cried Helen.
25
“I never noticed the letters on the box before. The box has been cleaned since
I saw it …”
26
“You don’t mean that this is your uncle’s cash-box, Ruth?” interrupted Tom, in
excitement.
27
“Why, you ridiculous boy!” declared Helen. “You know that was lost in the
flood.”
28
“I don’t know. Do you?” Tom demanded, shortly.
29
“But, Ruth!” gasped Helen.
30
“It looks like Uncle Jabez’s box,” Ruth whispered.
31
“But the letters! Jasper Parloe’s initials,” cried Helen Cameron.
32
“They’re uncle’s initials, too,” explained Ruth, quietly.
33
“Whew!” exclaimed Tom. “So they are. ‘J. P.—Jabez Potter.’ Can’t get around
that.”
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34
“Well, I never!” gasped Helen.
35
“Do you suppose all old Jabe’s money is in this?” muttered Tom, weighing the
cash-box in his hands. “It can’t be in coin.”
36
“I don’t know that he had much money in coin,” said Ruth. “I think he used to
change the gold and silver for notes, quite frequently. At least, Aunt Alvirah
says so.”
37
“But suppose it should be Parloe’s after all?” objected Helen.
38
“Let’s find that out,” said Tom, vigorously. “Come on, girls. We’ll finish eating,
pack up, and start back. We’ll drive right up to Parloe’s, show him this box,
and ask him if it’s his. If he says yes, we’ll make him come along to the mill
and face Mr. Potter, and then, if there’s any doubt of it, let them go before a
magistrate and fight it out!”
1
What does each group of detectives find?
A
B
C
D
A band of robbers
An old motorboat
Some dirty clothes
A box with letters on it
[DOK – 1; RL.5.1]
2
In the first reading, why do the girls think the men in the boat buried an
object in the sand?
F The girls heard that pirates had buried treasure on the beach.
G The girls saw the men shoveling sand into a hole on the beach.
H The men left the beach right below the marker showing where it
was buried.
J The men were arguing loudly about burying it, and the girls overheard the
argument.
[DOK – 3; RL.5.2]
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8
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3
In the second reading, what do the detectives plan to do with the object they
have found?
A
B
C
D
Open it immediately
Give it to Uncle Jabe
Find out who really owns it
Leave it where they found it
[anno – C; DOK – 1; RL.5.1]
4
How do both teams of detectives figure out where the object came from?
F
G
H
J
They already know.
They analyze clues.
They ask witnesses.
They don’t figure it out.
[DOK – 3; RL.5.9]
5
What is one difference between the two sets of detectives?
A
B
C
D
One knows who hid the object; the other doesn’t.
One knows what the initials mean; the other doesn’t.
One knows what’s in the box; the other doesn’t.
One is all girls, and the other is all boys.
[DOK – 3; RL.5.9]
CCSS/PARCC_RAS_RC_5_T_R04
6
In the first reading, who figured out that the men in the boat buried an object
in the sand?
F
G
H
J
Amy
Grace
Betty
Mollie
[DOK – 3; RL.5.2]
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6A Which of the following passages supports the answer you provided to the
question above?
A
“Well, those men certainly pushed off their boat from here,” declared
Grace, walking down toward the edge of the water. “See, there are the
marks of the keel in the sand.”
B “It was stuck in the sand near the box,” Amy said. “I worked it loose,
pulled it up, and used it as a shovel.”
C Staring at them from the black top of the box were three white letters.
They were rather scratched and faded, but the girls soon made them out:
B. B. B.
D “I mean I think those men had just hidden this box here in the
sand. As they went away, they saw us coming along. They were
afraid we would find the box, or at least some of them were, and
wanted to come back to dig it up again.”
[DOK – 3; Evidence-Based Selected Response]
7
If you were part of these two groups would you argue in favor of opening either
box than and there? Why or why not?
Answers will vary but most should mention the possibility that those who hid
the boxes in fact were the rightful owners. In favor of opening the first box
would seem to be the lower likelihood that they were such owners, while the
increased likelihood that they knew the rightful owner would argue in favor
of opening the second box. The potential for getting in trouble one way or the
other is a strong argument against opening either.
[DOK – 3; Range of Prose Constructed Response]
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10
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from “THROUGH THE LOOKING-GLASS” — PART I
by Lewis Carroll
1
One thing was certain, that the white kitten had had nothing to do with it. It
was the black kitten’s fault entirely. For the white kitten had been having its
face washed by the old cat for the last quarter of an hour (and bearing it pretty
well, considering); so you see that it couldn’t have had any hand in the
mischief.
2
The way Dinah washed her children’s faces was this: first, she held the poor
thing down by its ear with one paw, and then with the other paw, she rubbed
its face all over, the wrong way, beginning at the nose; and just now, as I said,
she was hard at work on the white kitten, which was lying quite still and
trying to purr—no doubt feeling that it was all meant for its good.
3
But the black kitten had been finished with earlier in the afternoon, and so,
while Alice was sitting curled up in a corner of the great armchair, half talking
to herself and half asleep, the kitten had been having a grand game of romps
with the ball of worsted Alice had been trying to wind up and had been rolling
it up and down till it had all come undone again; and there it was, spread over
the hearth-rug, all knots and tangles, with the kitten running after its own
tail in the middle.
4
‘Oh, you wicked little thing!’ cried Alice, catching up the kitten and giving it a
little kiss to make it understand that it was in disgrace. ‘Really, Dinah ought
to have taught you better manners! You ought, Dinah, you know you ought!’
she added, looking reproachfully at the old cat and speaking in as cross a voice
as she could manage. Then she scrambled back into the armchair, taking the
kitten and the worsted with her, and began winding up the ball again. But she
didn’t get on very fast, as she was talking all the time, sometimes to the
kitten, and sometimes to herself. Kitty sat very demurely on her knee,
pretending to watch the progress of the winding, and now and then putting
out one paw and gently touching the ball, as if it would be glad to help, if it
might.
5
‘Do you know what tomorrow is, Kitty?’ Alice began. ‘You’d have guessed if
you’d been up in the window with me—only Dinah was making you tidy, so
you couldn’t. I was watching the boys getting in sticks for the bonfire—and it
needs plenty of sticks, Kitty! Only it got so cold, and it snowed so, they had to
leave off. Never mind, Kitty, we’ll go and see the bonfire to-morrow.’ Here Alice
wound two or three turns of the worsted round the kitten’s neck, just to see
how it would look; this led to a scramble, in which the ball rolled down on the
floor, and yards and yards of it got unwound again.
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6
‘Do you know, I was so angry, Kitty,’ Alice went on as soon as they were
comfortably settled again, ‘when I saw all the mischief you had been doing, I
very nearly opened the window, and put you out into the snow! And you’d have
deserved it, you little mischievous darling! What have you got to say for
yourself? Now don’t interrupt me!’ she went on, holding up one finger. ‘I’m
going to tell you all your faults. Number one: you squeaked twice while Dinah
was washing your face this morning. Now you can’t deny it, Kitty: I heard you!
What’s that you say?’ (pretending that the kitten was speaking) ‘Her paw went
into your eye? Well, that’s your fault, for keeping your eyes open—if you’d shut
them up tight, it wouldn’t have happened. Now don’t make any more excuses,
but listen! Number two: you pulled Snowdrop away by the tail just as I had
put down the saucer of milk before her! What, you were thirsty, were you?
How do you know she wasn’t thirsty too? Now for number three: you unwound
every bit of the worsted while I wasn’t looking!
7
‘That’s three faults, Kitty, and you’ve not been punished for any of them yet.
You know I’m saving up all your punishments for Wednesday week. Suppose
they had saved up all my punishments!’ she went on, talking more to herself
than the kitten. ‘What would they do at the end of a year? I should be sent to
prison, I suppose, when the day came. Or—let me see—suppose each
punishment was to be going without a dinner: then, when the miserable day
came, I should have to go without fifty dinners at once! Well, I shouldn’t mind
that much! I’d far rather go without them than eat them!’
1
Look at the word worsted in paragraph 3. Without changing the meaning,
which of the following words could you use in its place?
CCSS/PARCC_RAS_RC_5_T_R04
A
B
C
D
Ball
Evil
Rubber bands
Yarn
[DOK – 1; RF.5.4]
2
Which of the following best describes the two kittens in the passage?
F
G
H
J
Both kittens are playful and mischievous.
Both kittens are dirty and need their mother to wash them.
The black kitten is mischievous, and the white kitten is timid.
The black kitten is dirty, and the white kitten is clean.
[DOK – 3; RL.5.3]
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3
What is Alice attitude toward rolling up the worsted?
A
B
C
D
She didn’t want to have anything to do with the worsted.
It was an unpleasant job, but she had to do it.
It was very important to her to get it done right.
She really wasn’t very interested in doing it.
[DOK – 2; RL.5.5]
3A Which of the following passages supports the answer you provided to the
question above?
F
‘Oh, you wicked little thing!’ cried Alice, catching up the kitten and giving
it a little kiss to make it understand that it was in disgrace.
G Then she scrambled back into the armchair, taking the kitten and the
worsted with her, and began winding up the ball again.
H But she didn’t get on very fast, as she was talking all the time,
sometimes to the kitten, and sometimes to herself.
J Kitty sat very demurely on her knee, pretending to watch the progress of
the winding, and now and then putting out one paw and gently touching
the ball, as if it would be glad to help, if it might.
[DOK – 2; Evidence-Based Selected Response]
4
Which of the following words best describes Alice’s behavior towards the kitten
in paragraphs 6 and 7?
A
B
C
D
Friendly
Impatient
Neglectful
Parental
[DOK – 3; RL.5.2]
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66
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5
Which cat do you think is Alice’s favorite? Explain why you think so.
Answers will vary, although most should pick Kitty, to whom Alice speaks to
the most and interacts with exclusively, giving Kitty a kiss and picking the
kitten up and holding her on her knees.
[DOK – 3; Range of Prose Constructed Response]
CCSS/PARCC_RAS_RC_5_T_R04
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