informational text • social studiesblresources.benchmarkeducation.com/pdfs/g5_unit... ·...

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Grade 5 | Unit 1 Assessment

Grade 5 • Benchmark Literacy Unit Assessments • ©2014 Benchmark Education Company, LLC

Informational Text • Social Studies

1. Look at the title of this passage and skim the first two paragraphs. What questions do you have? Write two questions that can help you understand the passage.

Now read the passage and answer questions 2-7.

The Battle for the Mercedes Treasure1 In October 1804, Nuestra Señora de las Mercedes was sailing with

three other vessels through the waters west of Portugal. In its hold were 900,000 silver and gold coins brought from Peru, a Spanish colony at the time. After seven months at sea, the ships had almost reached their destination—Cádiz, Spain—when they were attacked by British warships. The other three Spanish ships were captured, but the Mercedes exploded. More than 200 crew members were killed, and the valuable cargo sank to the ocean floor.

2 Skip ahead about 200 years to May 2007. The American company Odyssey Marine Exploration announced that it had salvaged a fabulous treasure from a shipwreck off the coast of Portugal. The company code-named the ship the Black Swan. It kept the wreck’s location and other details a careful secret.

3 Shortly afterward, Spain declared that the ship was the Mercedes. Spain stressed that the Mercedes had belonged to the Spanish government. This was a very important point. Laws of the sea prohibit treasure-hunting on navy or other state-owned vessels. If the Black Swan was really the Mercedes, the treasure would belong to Spain.

Name ________________________________________ Date ___________

Unit 1 Assessment • Social Studies (continued)

10 Grade 5 • Benchmark Literacy Unit Assessments • ©2014 Benchmark Education Company, LLC

4 Spain was serious. It filed a claim in U.S. courts and, in October 2007, held Odyssey’s ship captain overnight for questioning.

5 The case was very complicated, but Odyssey argued that it had found the ship and that it had been abandoned. There was no proof that the ship was the Mercedes. Even if that could be proved, claimed Odyssey, the Mercedes was on a commercial voyage, not a government one.

6 Complicating things even more, Peru made its own claim. The Spanish conquerors had minted the coins from minerals stolen from the native people, it said. Therefore, Peru should get at least part of the treasure. (The court did not agree with Peru’s arguments.)

Key Arguments in the Mercedes Lawsuits

Odyssey Marine Exploration

Spain Peru

• Odyssey found the ship.

• The ship had been abandoned.

• There was no proof that the ship was the Mercedes.

• Mercedes was on a commercial voyage.

• The ship was the Mercedes.

• The ship was an official Spanish government ship.

• State-owned vessels are legally protected.

• The ship was not abandoned.

• Treasure is part of Spain’s cultural heritage.

• The coins were made from stolen minerals.

• The coins never reached Spain.

• Treasure is part of Peru’s cultural heritage.


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©2014 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 5

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7 One other group was watching closely: marine archaeologists. They wanted to discourage treasure-hunting because it harms underwater historic sites and destroys important information such sites can provide.

8 In the end, Spain won the case. Some thought the decision unfair. After all, Odyssey had spent huge amounts of money and effort to find and recover the treasure. But Spain said that was Odyssey’s own fault. It should not have disturbed the wreck in the first place.

9 In February 2012, the treasure crossed the Atlantic once more, this time on airplanes. Though Spain needs money, the coins—valued at more than $500 million—won’t be sold to collectors. Instead, for the first time in its long history, the Mercedes treasure will be out in the open, exhibited in museums for everyone to see.



2. How can you tell that this passage is an informational text?

A It does not list an author because several people helped create it.

B It gives accurate facts and a chart to support the main content.

C It is narrated in third-person and includes some made-up characters.

D It presents major events in the order in which they took place.

3. What is the main idea of this passage?

A The exploration company fought Spain’s attempts to claim Spanish shipwrecks.

B Sunken ships like the Mercedes are part of their home country’s cultural heritage.

C The Mercedes was carrying a valuable cargo when it was sunk by the British in 1804.

D A number of different parties have fought over the treasure carried by the Mercedes.

4. What is the meaning of the word salvaged in paragraph 2?

A rescued something that was lost

B discovered something important

C restored something to its original condition

D determined the value of something


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5. This question has two parts. Answer Part A first. Then answer Part B.

Part A Which was a point of disagreement between Odyssey and Spain?

A how much the shipwreck’s cargo was worth

B whether the shipwreck was definitely the Mercedes

C whether Peru had any rights to the Mercedes treasure

D how much money Odyssey had spent looking for the sunken ship

Part B Which sentence from the passage supports the answer to Part A?

A More than 200 crew members were killed, and the valuable cargo sank to the ocean floor.

B Spain also stressed that the Mercedes had belonged to the Spanish government.

C There was no proof that the ship was the Mercedes.

D The Spanish conquerors had minted the coins from minerals stolen from the native people, it said.

6. What evidence in the text supports the idea that marine archaeologists might support some exploration of shipwrecks?

A their interest in the Mercedes lawsuits

B their dislike of treasure-hunters in general

C their belief that wrecks can provide important information

D their opinion that shipwrecks should be considered historic sites




Watch Out for That Iceberg!1 One calm, clear night in 1912, the dangers of icebergs

drifting into ship-traveled waters became shockingly clear. That was the night the Titanic sank. In response to the tragedy, several countries jointly created the International Ice Patrol. Since 1914, the IIP has gathered data about icebergs, tracked their movements, and issued warnings about them. It has even tried destroying them! The IIP (part of the U.S. Coast Guard) coordinates its critical work with several other agencies and a number of foreign governments.

Where Does Iceberg Danger Occur?

2 Icebergs are found in several regions, carried there by currents after breaking off from glaciers. However, the North Atlantic is the only ocean where large numbers of icebergs routinely enter major shipping lanes. The risk of collision is especially high near the Grand Banks of Newfoundland. The IIP concentrates its efforts in that area.

7. Look at the title of this passage and skim the first paragraph. What questions do you have? Write two questions that can help you understand the passage.


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Why Can’t Ships Just Sail Someplace Else?

3 They do. During the “ice season” (mid-February through July), the IIP issues regular reports outlining areas for ships to avoid. However, shipping is a business. Whatever the cargo, the goal is to get from Point A to Point B as quickly and cheaply as possible. Sailing hundreds of extra miles increases the ship’s operating costs. It can also put the cargo at risk (if it is food that might rot, for example). The IIP reports allow ships to plan routes that are both safe and as efficient as possible.

What Makes Icebergs So Dangerous?

4 “Official” icebergs rise at least 16 feet (5 meters) above sea level. (Most of the ice hides below the surface.) Each also covers an area of at least 5,382 square feet (500 square meters). In any run-in, such a huge piece of ice will definitely be the winner. In addition, icebergs can be very hard to see. Weather, light conditions, the color of the water, and other factors all make it hard to identify icebergs while they are still a safe distance away.

How Does the IIP Locate Icebergs?

5 Over the years, the IIP has tried numerous detection methods. For a long time, shipboard lookouts with binoculars were the best alternative. After World War II, aircraft largely took over. Planes could move around faster, and both binoculars and radar worked better from the air. Radar itself has kept improving. For example, it has gotten much better at telling icebergs from ships. Satellites offer promise but so far cannot replace Earth-based systems. Finally, reports to the IIP from ships traveling through danger zones are extremely important. The IIP relies on all of these methods in its efforts to keep ships safe.

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So Far, So Good

6 As of the 100-year anniversary of the Titanic disaster, no ship that heeded the warnings of the International Ice Patrol had ever struck an iceberg. Good job, IIP!

A Coast Guard plane carrying IIP members flies by an iceberg near Newfoundland, Canada.

A 225-foot-long Coast Guard cutter passes in front of an iceberg near Greenland.


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Part A What is the main idea of “Watch Out for That Iceberg!”?

A Ocean-going ships face many challenges, including icebergs.

B The IIP was founded as a response to the Titanic sinking.

C Icebergs are very dangerous to ships crossing the ocean.

D The IIP’s job is to protect ships from icebergs.

Part B Choose two sentences from the passage that support the main idea in Part A.

A One calm, clear night in 1912, the dangers of icebergs drifting into ship-traveled waters became shockingly clear.

B Since 1914, the IIP has gathered data about icebergs, tracked their movements, and issued warnings about them.

C Icebergs are found in several regions, carried there by currents after breaking off from glaciers.

D Whatever the cargo, the goal is to get from Point A to Point B as quickly and cheaply as possible.

E Weather, light conditions, the color of the water, and other factors all make it hard to identify icebergs while they are still a safe distance away.

F The IIP relies on all of these methods in its efforts to keep ships safe.

9. What clue helps you tell that “Watch Out for That Iceberg!” is an informational text?

A The title identifies the general subject.

B The first sentence states the main idea.

C It is organized in sections with subheads.

D It includes multiple points of view.

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10. Which sentence from the passage supports the idea that the IIP does not prevent ships from sailing where there are icebergs?

A Since 1914, the IIP has gathered data about icebergs, tracked their movements, and issued warnings about them.

B However, the North Atlantic is the only ocean where large numbers or icebergs routinely enter major shipping lanes.

C The IIP reports allow ships to plan routes that are both safe and as efficient as possible.

D Finally, reports to the IIP from ships traveling through danger zones are extremely important.

11. What is the meaning of the word alternative as it is used in paragraph 5?

A choice

B difference

C result

D view

12. Which sentence from the passage supports the idea that the IIP is still looking for ways to do its job better?

A During the “ice season” (mid-February through July), the IIP issues regular reports outlining areas for ships to avoid.

B Planes could move around faster, and both binoculars and radar worked better from the air.

C Satellites offer promise but so far cannot replace Earth-based systems.

D As of the 100-year anniversary of the Titanic disaster, no ship that heeded the warnings of the International Ice Patrol had ever struck an iceberg.


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13. Based on information in the passage, which of these would make it hard for a ship’s lookout to spot an iceberg?

A thick fog

B nearby whales

C other ships

D choppy water

14. Think about the two passages you have read. How are the two passages alike?

A They explain the causes of a particular event.

B They persuade the reader to adopt a particular viewpoint.

C They entertain the reader with surprising details about a topic.

D They give the reader detailed information about one main topic.

15. What can you conclude about the role of government from the information in these two passages?

A Governments from different countries work together to solve ocean-related problems.

B The government of the United States leads the world in protecting ships and treasure.

C Governments have no control over private companies that discover sunken treasure.

D The governments of North Atlantic countries get along better than other governments.

16. Based on the passages, what connection can be made between the International Ice Patrol and Odyssey Marine?

A Both have been in operation for over a hundred years.

B Both search the ocean for particular types of things.

C Both work in partnership with other organizations.

D Both rely mostly on airplanes to achieve their goals.



STOP!

Writing Prompt

Imagine that you are one of these people:

• a sailor on one of the other Spanish ships when the Mercedes gets blown up• a member of the Odyssey Marine Exploration team when the first load of

coins is brought to the surface and opened• an observer in the courtroom when the decision is made to give Spain the

Mercedes treasure• a ship as lookout watching for and then seeing an iceberg

Write a narrative about your experience from the point of view of the person you choose. Use details from the appropriate passage to support your ideas.

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Grade 5 | Unit 2 AssessmentLiterary Text • Realistic Fiction

Read the passage. Then answer questions 1–7.

Early Birds1 “Dad, we go to fairs all the time, but I never get to go on the

rides. Can’t I ride the Ferris wheel, just this once?” Kayla asked wistfully. My sister’s rich soprano voice was full of pleading.

2 Dad checked his watch and said, “Well, we don’t go on stage for an hour, so why not? But be back here by 12:45 sharp, both you and Emilou: the Early Birds have to be on time!”

3 The Early Birds is our family band. The real star of it is my father, the finest pedal steel player in the Colorado River Basin, according to one newspaper. Mom plays accordion, my older brothers play drums and guitar, and Kayla and I sing. Our voices blend well because we’re sisters and because we sing together constantly. It’s mostly old-timey music, like “Oh, Susanna” and other songs you can tap your foot to while you’re eating a corn dog. In the summer we play county fairs within a few hundred miles of home.

4 This fair in Utah boasted a truly gigantic Ferris wheel. While Kayla was on her ride, I went to the animal tent. I was leaning on a fence trying to decide which piglet was cutest when I heard someone say the Ferris wheel was stuck. I made a beeline for the ride and found Mom and Dad there already. The mechanic had the big wheel’s machinery spread out in pieces all around him.

5 The announcer boomed out, “Nothing to worry about, folks. Everyone’s perfectly safe, but this repair could take up to an hour.”

Name ________________________________________ Date ___________


Unit 2 Assessment • Realistic Fiction (continued)

6 My eyes scanned the big wheel as I thought of Kayla trapped several hundred feet up. I knew she was calm because Kayla is braver than I am about many things, including singing. Kayla always sings the lead part, and she takes all the solos because her voice is so beautiful.

7 “There’s no way she’ll be down here in time to sing with us. If we miss our turn onstage, we lose our $500 payment,” said Mom. They looked at me. Dad asked, “Emilou, do you think you can sing Kayla’s part?”

8 As the backup singer, I harmonize with the lead singer, which is often harder than singing the melody. But sometimes I practice the melodies when I’m alone. I certainly know Kayla’s parts, but I feel shy about being the center of attention.

9 When I said I could do it, Mom beamed at me and promised to sing harmony as well as she could.

10 As we joined my brothers onstage, I heard “This Land Is Your Land” coming from the topmost cars on the wheel. Kayla was leading her fellow passengers in one of our most popular songs! We all looked at each other and chuckled. Kayla was doing just fine—and I’d get my first chance to sing the lead.

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1. How can you tell that “Early Birds” is realistic fiction?

A People go to a county fair.

B Events take place in time order.

C It is narrated by one of the characters.

D The author describes a Ferris wheel.

2. In “Early Birds,” which detail supports the idea that Emilou might not be as shy as she says she is?

A She enjoys looking at animals.

B She has practiced the lead singing parts.

C She really wants to ride the big Ferris wheel.

D She is learning to play the accordion.




Part A What happens just before the Early Birds go onstage?

A People on the Ferris wheel start singing.

B Dad checks his watch.

C Kayla asks if she can go on one of the rides.

D Mom says they will lose money if they don’t perform.


A My eyes scanned the big wheel as I thought of Kayla trapped several hundred feet up.

B Kayla always sings the lead part, and she takes all the solos because her voice is so beautiful.

C But sometimes I practice the melodies when I’m alone.

D As we joined my brothers onstage, I heard “This Land Is Your Land” coming from the topmost cars on the wheel.

4. In the first paragraph of “Early Birds,” what does wistfully suggest about Kayla?

A She feels like an adult.

B She feels sorry for herself.

C She is happy to be at the fair.

D She is proud of herself.

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5. In “Early Birds,” which detail supports the inference that Emilou’s family lives in or near Utah?

A They arrived at the fair that morning.

B The song “This Land Is Your Land” is popular there.

C They play fairs within a few hundred miles of their home.

D People in Utah are very musical.

6. What happens just after Emilou agrees to sing her sister’s parts?

A Dad tells Kayla she can ride the Ferris wheel.

B Mom says she’ll sing Emilou’s parts.

C Mom can’t find her accordion.

D They fix the Ferris wheel and Kayla can sing with them after all.

7. What is the main problem in “Early Birds,” and how is this problem solved? Write your answer on the lines.




The One That Got Away1 One rainy day after school, Colin ran up the steps to his front

porch. He had just unlocked the door when he heard a clucking noise coming from the bush by the porch. Colin bent down to peek underneath and came face to face with a brightly colored chicken.

2 “Hey, where did you come from?” he asked, as the bird circled him, shaking its soaked feathers. Before he could stop it, the chicken pressed its beak against the half-open door and zoomed inside.

3 Laughing, Colin chased the excited bird around the sofa, under the dining room table, and into the kitchen, where it started pecking the floor and clucking noisily.

4 Colin said, “I wonder if we have anything a chicken could eat.” He put some crackers on the floor and soon every crumb was gone. The boy found a carrier and some litter left from their old cat and put the bird in the carrier. It flung the litter around for a while and then settled down.

5 When Colin’s mother got home, she was not happy about the new guest. She spent the next hour calling neighbors who kept backyard flocks, and then everyone those people could think of, but nobody was missing a chicken.

6 Dad just smiled and said, “It isn’t often that a meal just walks in the front door in this city. Maybe we could keep it for a while and fatten it up.”

7 “We can’t eat Gracie! I’ve already taught her to do a trick,” Colin cried out, but he could see Dad didn’t really mean it.

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8 “I wouldn’t mind having fresh eggs, but where on earth would we keep

a chicken?” his mother wondered. “The backyard is too small, and it can’t live in that carrier forever. Let’s sleep on it.”

9 The next morning, Gracie started crowing—loudly—before dawn. Colin found his father sitting in his bathrobe reading an encyclopedia article about chickens. He turned to Colin and said, “A better name for this bird might be Gary—I think we’ve got a rooster here.”

10 His mother came out of the bedroom yawning. “That means it’s never going to lay eggs,” she said. “I just can’t have it waking us up so early. We all need our sleep.”

11 Colin peered at the bird through the bars of the carrier. “Gracie—I mean Gary—we’ll have to find a new home for you,” he said dejectedly. The bird clucked softly, as though it too was sad.

12 That afternoon, Colin’s mother came home from work looking pleased. She said, “I called a few farmers and found one that would be happy to take the rooster. Are you ready for a ride to the country?”

13 Colin nodded and picked up the carrier. “You’ll be happier living with other chickens, Gary, but I’m going to miss you.”

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Part A In “The One That Got Away,” what happens before Colin puts the chicken in the cat carrier?

A His mother gets home.

B His father reads up on chickens.

C His mother finds a farmer to take the chicken.

D He feeds the chicken.


A Colin bent down to peek underneath and came face to face with a brightly colored chicken.

B Before he could stop it, the chicken pressed its beak against the half-open door and zoomed inside.

C He put some crackers on the floor and soon every crumb was gone.

D It flung the litter around for a while and then settled down.

9. What is the main problem in “The One That Got Away”?

A A chicken messes up a family’s house.

B A chicken in the city wakes everyone up too early.

C No one can find the right cage for a chicken.

D A family must decide what to do with a lost chicken.

10. Which quotation from “The One That Got Away” shows that Colin has experience with animals?

A Before he could stop it, the chicken pressed its beak against the half-open door and zoomed inside.

B The boy found a carrier and some litter left from their old cat and put the bird in the carrier.

C Colin peered at the bird through the bars of the carrier.

D The next morning, Gracie started crowing—loudly—before dawn.

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11. What happens just before Dad figures out that the bird is a rooster?

A Colin names the bird Gracie.

B Mom tries to find out if anyone they know has lost a chicken.

C The bird wakes everyone up before dawn.

D Colin chases the bird through the house.

12. In paragraph 11 of “The One That Got Away,” which phrase gives a clue to the meaning of the word dejectedly?

A “Gracie—I mean Gary”

B to find a new home

C clucked softly

D as though it too was sad

13. What is important about how each character in “The One That Got Away” reacts to the chicken, and how do they solve their problem? Write your answer on the lines.

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14. What is similar about “Early Birds” and “The One That Got Away”?

A Both stories take place in the same setting.

B The characters in both stories want to escape from where they are.

C Both stories focus on large families with several children.

D The conflicts in both stories are caused by accidental events.

15. How are Emilou in “Early Birds” and Colin in “The One That Got Away” alike?

A Both seem to like animals.

B Both solve their problems on their own.

C Both know a lot of songs.

D Both live in a large city.

16. What is different about the narrative points of view in “Early Birds” and “The One That Got Away”?

A “Early Birds” is narrated in first-person while “The One That Got Away” is narrated in third-person.

B The narrator in “Early Birds” seems to be happier than the narrator in “The One That Got Away.”

C The narrator in “The One That Got Away” reveals a lot more information about the main character than the narrator in “Early Birds” does.

D The narrator in “The One That Got Away” understands less about the conflict in the story than the narrator in “Early Birds” does.

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Writing Prompt

Do you think people who live in cities should be allowed to keep chickens? Why or why not? Write an opinion piece that gives your argument for or against keeping chickens and explains why you think that way.

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STOP!



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Literary Text • Historical Fiction


A Dangerous Journey1 “Mrs. Frémont, I beg you to come back to New York,” the captain

said. “This is no place for you and your child.”

2 Jessie Benton Frémont surveyed the chaotic harbor of Chagres, Panama. Rough-looking natives in dugout canoes surrounded the ship, screaming to take people ashore. The scents of tropical flowers mixed with less delightful smells from the nearby city.

3 “If there were a better way to get to San Francisco, I might be tempted to go back, but I’m determined,” Mrs. Frémont replied. Her husband was crossing the United States by land to meet them in California. During the gold rush of 1849, traveling by ship to Panama and then overland across Panama to another ship was easier than taking the land route, but the trip was still difficult.

4 Jessie and seven-year-old Lily were two of just four females among hundreds of fortune-seeking men on the Crescent City. Now they faced a 60-mile trip to the Pacific. Jessie carried a letter from her father, Senator Thomas Hart Benton, to a railroad man in Panama. This man would help them find whatever comfort and safety Panama offered.

5 Jessie addressed the carriage driver in Spanish, but he answered in English.

6 “How does an American come to be working here?” she asked.

7 “Well, I was on my way to be a gold miner,” he said, snapping the reins. They bumped along filthy streets mobbed with hungry-looking men. “My first night here someone stole all my money. I lived on the street and slept in doorways like these poor fellows. They’re stuck waiting for ships to California that won’t come. Now they’re broke, and some are sick, too. I was lucky to get this job. If I can earn enough money, I might just go back home.”

Name ________________________________________ Date ___________


Unit 3 Assessment • Historical Fiction (continued)

8 With help from the railroad man, Jessie and Lily got onto a mail boat down the Rio Chagres. Monkeys and parrots screeched at them from the jungle. At the river’s end, they saw a vast hillside near the ocean crammed with tents full of wretched-looking people.

9 Lily asked, “Oh, Mother, why are all these people here?”

10 “They’re waiting for ships to California,” Jessie explained. She didn’t tell Lily that most of them would never get there.

11 Between them and the harbor on the Pacific lay a mountain range. They mounted bony horses and started up the muddy path in the rain. Mules and natives carried their food, water, and belongings on their backs. Thanks again to the railroad man, Jessie and Lily slept in clean camps each night, but there was no escaping the heat and mosquitoes. Every night Jessie prayed that she and Lily would not come down with some tropical disease.

12 From the last mountain peak, they finally saw their destination. A few weeks later, Jessie and Lily boarded a ship for San Francisco. Unlike many others, they had survived the journey through Panama and were on their way to California.

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1. What kind of passage is “A Dangerous Journey”?

A informational article

B fantasy

C personal narrative

D historical fiction

2. What can you infer about Chagres from Jessie’s talk with the carriage driver?

A Many people in Chagres have run out of money.

B People living in Chagres don’t speak English.

C Chagres is a wealthy port city known for its beauty.

D Everyone in Chagres traveled there from the United States.



3. Which detail supports the idea that Jessie’s family thought she might need help during her trip?

A Her father gave her a letter to a powerful man in Panama.

B The ship’s captain begged Jessie not to stay in Panama.

C Her husband planned to meet them in California.

D Jessie and Lily had to travel part of the way on a mail boat.

4. In paragraph 2, what is the meaning of the word surveyed?

A took measurements

B asked questions about

C looked over

D wondered about

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Part A As she and Lily cross Panama, what is Jessie’s greatest fear?

A being attacked by natives

B getting sick

C being robbed

D slipping in the mud


A Rough-looking natives in dugout canoes surrounded the ship, screaming to take people ashore.

B Jessie and seven-year-old Lily were two of just four females among hundreds of fortune-seeking men on the Crescent City.

C They bumped along filthy streets mobbed with hungry-looking men.

D Every night Jessie prayed that she and Lily would not come down with some tropical disease.

6. Describe the scene as Jessie and Lily travel through the streets of Chagres. Use at least two details from the passage that help you visualize the scene.




Gold Fever1 “Land ho!” I cried from the top of the mast.

2 From high up I couldn’t see Uncle Henry, the captain of this square-rigger, but I could imagine his face on hearing this news. We had crossed the Pacific with a raggedy crew, mostly our fellow Australians. The others were Chinese men with no sailing experience. All of them had gold fever.

3 I climbed down the rigging and ran to the captain’s cabin where he and the first mate, Sudsy, were talking strategy.

4 As I walked in, Uncle Henry was saying, “I’m not letting this ship go to wreck, but we need at least ten men to sail her home.”

5 It had been the talk of every Pacific port. San Francisco’s wharves were full of abandoned vessels banging against each other, their crews having run for the gold mines as fast as they could.

6 Sudsy said, “We offered them a bonus to unload the cargo, but I’m not sure how many will take it. They think they’ll wash $20 worth of gold dust out of their beards every night, the fools.”

7 “If I have to make them unload at gunpoint, I will,” said Uncle Henry. His weathered face was grimmer than I’d seen it in any storm.

8 I asked, “How many do you figure will stay with us?”

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9 “Of the Chinese, none; they’d never be on this rig if it weren’t for the gold,” said my uncle. “Maybe a few Aussies who have families will stay on.”

10 I had heard the sailors talking in their hammocks at night when they sometimes forgot the cabin boy could hear them. Their stories of rivers flowing with gold did make my heart beat a little faster, but my uncle was teaching me how to steer by the stars and run a ship. I loved the ocean and the fascinating ports. It was only my second voyage, but already I knew my destiny lay with the sea.

11 “We’ll anchor well out of the harbor,” said Uncle Henry. “Let’s catch a few winks now since we’ll all be on night watch later.”

12 Clouds hid the moon that night. Jammed into my hiding place, I was getting drowsy in spite of my nap. I woke to the squeak of a pulley—someone was lowering a lifeboat! Dark figures rushed by and something heavy hit the deck. Light from Sudsy’s lamp shone out, showing the guilty sailors trapped underneath a net.

13 Uncle Henry’s voice rang out calmly in the dark, “You men will be in lockup till every last potato is off this ship. Then you’ll face the law for stealing ship property.”

14 Raising his voice, he continued, “I know the rest of you can hear me. You’ll fulfill your contracts or you won’t get a penny. Remember, you need money if you want to be a miner. No one’s going to feed and shelter you while you try to make your fortune. But anyone who returns to Sydney with me will get double the pay.”

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7. How can you tell that “Gold Fever” is historical fiction?

A It includes dialogue in quotation marks.

B It gives information about the city of San Francisco.

C It tells of events that actually happened.

D It has two characters who are related to each other.


Part A At the start of “Gold Fever,” what is the captain worried about?

A The sailors will steal the lifeboats.

B He won’t be able to get into the harbor.

C He will have no crew to sail the ship home.

D The Chinese sailors won’t understand him.


A We had crossed the Pacific with a raggedy crew, mostly our fellow Australians.

B The others were Chinese men with no sailing experience.

C I climbed down the rigging and ran to the captain’s cabin where he and the first mate, Sudsy, were talking strategy.

D “I’m not letting this ship go to wreck, but we need at least ten men to sail her home.”

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9. Read this sentence from “Gold Fever.”

“You’ll fulfill your contracts or you won’t get a penny.”

What does the word fulfill mean in this sentence?

A carry out to the end

B think about

C sign one’s name to

D break off

10. Which detail in “Gold Fever” supports the idea that the sailors tried to hide their interest in gold from the captain?

A They think gold will wash out of their beards.

B The sailors need money to be gold miners.

C They rarely talk about gold near the cabin boy.

D Some of the sailors try to take a lifeboat.

11. Which detail in “Gold Fever” supports the idea that few people in San Francisco were willing to work on ships?

A Their ship had crossed the ocean with a raggedy crew.

B The harbor was full of abandoned ships.

C Uncle Henry’s face was grim.

D Inexperienced Chinese men were part of the crew.

continued



12. How does the captain in “Gold Fever” know what is happening to ships in San Francisco’s harbor before he gets there?

A He hears about it before he leaves Australia.

B The cabin boy hears it from the sailors.

C Telegrams carry news across the Pacific.

D He hears the news in other Pacific ports.

13. Describe the scene on the deck of the ship that night when the cabin boy wakes up. Use at least two details from the passage that help you visualize the scene.

14. Think about the two passages you have read. What do they have in common?

A Both passages are narrated by a character who is a child.

B Events in both passages happen because of the gold rush in California.

C Characters in both passages speak English and Spanish.

D Both passages focus on people who are hungry and desperate.

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15. How are the settings in “A Dangerous Journey” and “Gold Fever” alike?

A Both stories are set in the gold fields of California.

B Both stories take place in San Francisco harbor.

C Both stories are set in the present day in California.

D Both stories begin on the deck of a sailing ship.

16. In what way are Jessie in “A Dangerous Journey” and Uncle Henry in “Gold Fever” similar?

A Both face danger and difficulties in reaching their destinations.

B Both fear they will become sick during their journey.

C Both plan to make their fortunes from gold mining in California.

D Both are traveling with young children who need to be protected.

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44

STOP!

Writing Prompt

Based on these two passages, write a report explaining why people travel to California in 1849, how they get there, and what happens along the way. Use details from both passages to support your ideas.

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Literary Text • Science Fiction


Diving into the Past1 It was the last dive of our trip, and the air was cool enough so I

didn’t mind hanging around on deck in a wet suit. Mom and Dad were checking the boat’s global positioning system while I reviewed the old map on my Tech Watch.

2 “It’s amazing what has survived this many years underwater,” Dad said. “I found a plastic business sign loaded with barnacles, and did you see all those ceramic toilets and sinks? Iron mostly rusts away, though. Concrete must dissolve too or there would be lots more of it.”

3 “Let’s concentrate on this area next,” said Mom, pointing at the screen. “It aligns with Rappahannock Boulevard on the old map, where Giles Stafford’s store was. Gramps would be overjoyed if we found something from his family’s past.”

4 My great-grandfather’s mind was still sharp, but he couldn’t get around too well anymore. He spent a lot of time looking through things he’d saved from his years in the fishing business. That was before 2045 when the sea level rose high enough to swallow up Virginia’s Tidewater region, along with many other places along the Atlantic coast.

5 At the senior center, Gramps had a picture of the old family store on his wall. In it, a smiling man stood in front of a store with a sign that read “Stafford’s Marine Supply,” and a small boy sat on a statue of a leaping dolphin by the front door. “I was five years old when that picture was taken,” he once told me.

6 I remember saying that people dressed funny back then.

7 “Many things change in 90 years, Jacob,” Gramps had said. “Isn’t that dolphin a beauty, though? A bronze statue is pretty fancy for a small business, but my grandfather got it as payment from the artist years before. I wish we’d brought it with us.”

Name ________________________________________ Date ___________


Unit 4 Assessment • Science Fiction (continued)

8 On deck, Mom rechecked our equipment and ran through the hand signals for communicating underwater, and then we dove. Weights and flippers helped propel us down through schools of fish.

9 The entire bottom was covered with thick mats of seaweed and green stuff. I tried to spot anything that might indicate a boulevard, but there were just lots of random lumps of different sizes. I pulled seaweed away from a couple of them, but they turned out to be odd chunks of pavement and buildings.

10 I was watching a sea turtle swim by when I noticed a light flashing on and off behind me. I turned around to see Dad gesturing excitedly. He and Mom were pounding on something that made a dull metallic sound. As I got closer, I made out the shape of the leaping dolphin statue!

11 My parents gestured for me to come and sit down. Grabbing the statue’s tail and fin, I sat on its back while they snapped a few underwater shots. I couldn’t wait to see Gramps’s face when he saw the pictures.

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continued

1. Which is the best summary of Gramps’s life?

A He worked in the plumbing business selling ceramic toilets and sinks, and he managed a building supply store.

B He was an artist who made bronze statues of marine animals and traded them for food and supplies.

C He worked in the fishing business on the Virginia coast for many years, and his family owned a fishing and boating supply store.

D He was an expert diver who searched for underwater treasure and once found a bronze statue of a dolphin.

2. Which sentence from the passage supports the idea that the world changed a lot in Gramps’s lifetime?

A It was the last dive of our trip, and the air was cool enough so I didn’t mind hanging around on deck in a wet suit.

B Mom and Dad were checking the boat’s global positioning system while I reviewed the old map on my Tech Watch.

C It aligns with Rappahannock Boulevard on the old map, where Giles Stafford’s store was.

D That was before 2045 when the sea level rose high enough to swallow up Virginia’s Tidewater region, along with many other places along the Atlantic coast.

3. How can you tell that “Diving into the Past” is science fiction?

A It makes a point about how people live today.

B The story takes place on a different planet.

C It’s based on present-day ideas about rising sea levels.

D The story focuses on four generations of one family.



4. In paragraph 9 of “Diving into the Past,” what does the word random suggest about the things Jacob found?

A They were set in straight lines.

B They did not form a pattern.

C They had rough edges.

D They were covered with seaweed.


Part A Which is the best summary of this passage?

A Mom, Dad, and their son go diving in search of family history. They find a bronze statue that their family once owned.

B Scientists dive to the ocean floor to study an ancient city. They discover an old boulevard and a statue.

C A great-grandfather sees part of his family’s buried past. He puts a picture of his find on the wall at the senior center.

D A diving trip turns up old pieces of buildings and a statue. Members of the family sell the objects at their store.


A He spent a lot of time looking through stuff he’d saved from his years in the fishing business.

B At the senior center, Gramps had a picture of the old family store on his wall.

C I was watching a sea turtle swim by when I noticed a light flashing on and off behind me.

D Grabbing the statue’s tail and fin, I sat on its back while they snapped a few underwater shots.

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continued

6. Which sentence from the passage supports the idea that Jacob wanted to please his great-grandfather?

A My great-grandfather’s mind was still sharp, but he couldn’t get around too well anymore.

B At the senior center, Gramps had a picture of the old family store on his wall.

C As I got closer, I made out the shape of the leaping dolphin statue!

D I couldn’t wait to see Gramps’s face when he saw the pictures.

7. Review the title and the first three paragraphs of the passage. Write two or three sentences to summarize what happens in the opening. Include at least two important details in your summary.




In a Pickle1 Aroon closed his phone and called to his sister, “Wanda, Mom

is working late. She said we can go to BurgerMatic for dinner if we want.”

2 “You mean the new place that’s run by robots? I’ve wanted to try that, and I’m hungry already,” said Wanda.

3 They pedaled their bikes over to BurgerMatic, curious to see how different it was from regular burger spots. For years most fast food joints had been using robots for some jobs, but BurgerMatic was unique in that robots did every single job.

4 As Aroon and Wanda walked in, the robot that was cleaning the windows stopped and waved. “Welcome to BurgerMatic,” it said in a friendly voice. They greeted the robot and looked around. No one was standing in line and only two people were eating, but it was still early for dinner.

5 As they scanned the menu above the cashier robot’s head module, it blinked its eyes in a way that was almost human and said, “Welcome to BurgerMatic! Today’s special is the WinWin Meal. That’s one SuperDuper burger, large fries, and a large drink.”

6 In a voice a little louder than normal, Aroon said, “I’ll have a WinWin Meal, please.”

7 “I can customize your SuperDuper burger for no extra charge,” the cashier robot said.

8 “All right, I would like no ketchup on that and extra pickles,” Aroon said.

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9 “No ketchup and extra pickles. That will be $15.75,” said the robot. Aroon fed a $20 bill into a slot and the change slid out immediately.

10 Wanda then ordered the tofu burger and whispered, “This place seems kind of expensive.”

11 The robot in the kitchen immediately started filling Aroon’s order. Its synthetic hands squirted precise amounts of mustard and mayonnaise on the burger and sprinkled on chopped onions. It reached into the pickle container and dropped some pickles on top. Then it went back to the container and did the same thing again.

12 As they watched, however, the robot went back to the pickles again, and again, and again. The pickles piled up so high that they started sliding off the burger.

13 “Um, excuse me, that’s more than enough pickles, Mister Robot,” Aroon said. The cashier robot frowned slightly and asked with concern, “Is something not to your liking?”

14 “I don’t want that many pickles,” Aroon explained.

15 “I’m sorry you are not happy with your BurgerMatic order,” said the cashier robot. It swiveled and took the burger, its wrapping soaked with pickle juice and falling apart, and swept the whole thing into the garbage. Before Aroon could say another word, his $15.75 slid down into the change container.

16 “At BurgerMatic, the customer is always right,” the cashier robot said proudly. “I would be happy to take another order.”

17 “No thanks, I’ve changed my mind,” Aroon said as he and his sister headed for the door. He looked at Wanda and said, “Let’s go to Chickenpalooza, where they still have people.”

continued




Part A Which is the best summary of what happens at BurgerMatic?

A One robot greets Aroon and Wanda when they arrive. Then another robot takes their order for dinner.

B Aroon orders a WinWin meal at the restaurant, and a robot starts to make it. Then Wanda orders a tofu burger and comments about the high prices.

C Aroon and Wanda order dinner from robots. But the robot that prepares Aroon’s burger piles too many pickles on it, and Aroon cancels the order.

D Robots working at the restaurant start out acting friendly as they take Aroon’s and Wanda’s orders. But as they make the food, the robots turn against the customers.


A Its synthetic hands squirted precise amounts of mustard and mayonnaise on the burger and sprinkled on chopped onions.

B As they watched, however, the robot went back to the pickles again, and again, and again.

C The cashier robot frowned slightly and asked with concern, “Is something not to your liking?”

D It swiveled and took the burger, its wrapping soaked with pickle juice and falling apart, and swept the whole thing into the garbage.

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9. Which detail from “In a Pickle” supports the idea that Aroon is not used to talking to robots?

A He talks louder than usual when he orders.

B He and his sister are curious about BurgerMatic.

C He greets the cleaning robot when it speaks to him.

D He tells the cashier robot there are too many pickles.

10. How can you tell that “In a Pickle” is science fiction?

A The setting is nothing like the world today.

B It imagines how technology might affect people.

C The story takes place on another planet.

D Some of the characters in the story are aliens.

11. Which is the best summary of the passage?

A A boy’s mother calls and tells him he can go to a burger restaurant for dinner, so he and his sister go to BurgerMatic.

B A boy orders a burger for dinner, and his sister orders a tofu burger, but the food is not very good.

C A brother and sister go to BurgerMatic for dinner, but that does not turn out too well so they go to Chickenpalooza.

D A robot takes orders at a restaurant, but a boy and his sister walk out because the robot is rude.

continued



12. In paragraph 11 of “In a Pickle,” what is the meaning of the word synthetic?

A soft and flexible

B very strong

C of or like metal

D made by humans

13. Review the title and the first three paragraphs of the passage. Write two or three sentences to summarize what happens in the opening. Include at least two important details in your summary.

14. How are “Diving into the Past” and “In a Pickle” similar?

A Both stories involve inventions that go wrong.

B Both stories take place in the future.

C All of the characters in both stories are robots.

D In both stories, people are searching for something from the past.

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15. How are the two passages different?

A “Diving into the Past” imagines a worse future, while “In a Pickle” imagines a better future.

B The tone of “Diving into the Past” is dark and sad, but the tone of “In a Pickle” is hopeful.

C The characters of “Diving into the Past” show emotion, while those of “In a Pickle” all act like robots.

D All of the characters in “Diving into the Past” are human, but some characters in “In a Pickle” aren’t human.

16. Which theme applies to both of these stories?

A Technology can be helpful or harmful.

B Life on every planet is the same.

C People must take better care of the environment.

D Machines will replace humans someday.

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STOP!

Writing Prompt

Choose one of these passages, “Diving into the Past” or “In a Pickle,” and imagine what happens next. Write a narrative story telling what happens after the events in the passage. Tell the story from the same point of view.

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Literary Text • Myth


Maui Captures the Sun:

A Hawaiian Tale1 Long ago, when the world was new, Hawaiian women spent their

days working on kapa, a kind of cloth made from mulberry tree bark. The goddess Hina (HEE-nuh) was famous for the beauty of her kapa, and her son Maui (MOW-ee) enjoyed watching her make it. However, he wondered why the process took such a very long time to complete—months, in fact.

2 “The reason,” explained Hina, “is that Sun moves too quickly across the sky. Kapa-making has many steps: cutting branches, stripping and soaking the bark, pounding it many times to make it soft, and pasting the layers together into big sheets. I have to keep stopping because Sun’s light is gone so early.”

3 Maui was outraged. How could Sun be so selfish and create such hardships? He decided to capture Sun and persuade him to slow down.

4 Armed with several strong coils of rope and a magic club that his grandmother had given him, Maui set out for the place where Sun began his daily journey. Once there, Maui fashioned his ropes into snares; then he hid and waited.

5 Early the next morning, Sun stepped over the rim of his volcano-crater bed. As his rays became enmeshed in Maui’s snares, Sun thrashed about, trying to free himself. However, this only tightened the snares even more.

6 “Who has done this?” bellowed Sun. “Show yourself!”

Name ________________________________________ Date ___________


Unit 5 Assessment • Myth (continued)

7 Maui stepped out from his hiding place. He spoke respectfully—after all, Sun was a powerful and important god—and stated his mission. The people needed more hours of daylight, he explained; Sun had to slow down.

8 Sun scoffed at Maui’s request. “First, slowing down means less time for me to sleep. Second, this is how I have always traveled the sky. Third, you people need me—to keep you warm and make plants grow. Fourth, I don’t care about your mother or anyone else. UNTIE THESE ROPES!”

9 Sun shot fiery flames toward Maui, meaning to burn him. Maui responded by striking Sun with his magic club. The two struggled fiercely until Sun finally surrendered.

10 “Do you agree to slow down?” asked Maui, pausing.

11 “Every day?” pouted Sun. “All year long?”

12 Maui considered this and decided it would be enough if Sun slowed down for half the year and went at his usual pace during the other half. In the long-daylight season, people would be able to grow their crops and get their work done; Sun could catch up on his sleep in the short-daylight season. Once Sun agreed with this proposal, Maui loosened the snares and let him go. Sun kept his word, and ever since then, there have been long hours of daylight in the summer.

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continued

1. Why is Hina’s description of making kapa important for understanding the passage? Write your answer on the lines.

2. How can you tell that this passage is a myth?

A A goddess performs a common human task but does it better.

B It explains how seasonal patterns of daylight got started.

C It describes a way of life that no longer exists in Hawaii.

D The plot focuses on two characters struggling for power.




Part A How is Maui different from Sun when they first meet?

A Maui speaks politely to Sun, but Sun is rude to Maui.

B Maui is physically weak, but Sun is large and powerful.

C Maui appears fearful, but Sun is not afraid of anything.

D Maui is clever, but Sun does not seem to be very smart.


A Maui stepped out from his hiding place.

B He spoke respectfully—after all, Sun was a powerful and important god—and stated his mission.

C The people needed more hours of daylight, he explained; Sun had to slow down.

D Sun shot fiery flames toward Maui, meaning to burn him.

4. Which phrase from the passage supports the idea that Maui hopes to take Sun by surprise?

A decided to capture Sun

B several strong coils of rope

C then he hid and waited

D striking Sun with his magic club

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continued

5. In paragraph 5, what does the word enmeshed mean?

A covered

B jammed

C smothered

D tangled

6. How does Sun change from the beginning of the passage to the end?

A He feels bad about the problems his behavior has caused.

B He stops threatening and starts talking childishly.

C He walks across the sky instead of running.

D He loses some of his supernatural powers.

7. Which quotation from the passage supports the idea that ancient Hawaiians believed the sun stayed in one place all night?

A “I have to keep stopping because Sun’s light is gone so early.”

B He decided to capture Sun and persuade him to slow down.

C Early the next morning, Sun stepped over the rim of his volcano-crater bed.

D The two struggled fiercely until Sun finally surrendered.




The Time of the Ten Suns: A Chinese Tale

1 In ancient times, the world had ten suns instead of just one. The ten (all sons of Di Jun, god of the East) did not shine all at once. Rather, each day one of them would ride across the sky in a beautiful chariot. His brothers remained behind, perching all day in a gigantic mulberry tree.

2 The world was quite different then—besides having ten suns, that is. Animals and humans had no problem living side by side. People did not hunt animals or take eggs from birds’ nests. Animals did not eat farmers’ crops. They did not snatch children off their parents’ doorsteps. Food and water were plentiful, with enough for everyone.

3 All this harmony ended one morning because the ten suns were feeling bored with their mulberry tree. They decided it would be fun to ride together for a change. They piled into the chariot and sped off. Of course, ten suns shining at the same time caused disaster on Earth. Temperatures rose to ferocious levels. People’s clothing caught fire if they stepped outside. The land became harder than rock, and all the plants died. Starving animals began attacking people. Water monsters from dried-up rivers roamed in search of food. Meanwhile, the ten suns were enjoying themselves, whooping and hollering high up in the sky.

4 Desperate to help his people, Emperor Yao went to see Di Jun. The god had been trying unsuccessfully to talk his sons into stopping. He now agreed that stronger actions were needed.

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5 Di Jun summoned Yi, a lesser god, whose skills with bow and arrow Di Jun knew well. Di Jun gave Yi a magic bow and a quiver of arrows. Di Jun’s idea was for Yi to shoot arrows near the chariot to frighten his sons into going home. Unfortunately, Yi aimed directly at the suns and, one by one, shot them out of the sky. Di Jun realized what was happening and stopped Yi while one sun still remained.

6 Though Yi had saved Earth, Di Jun was extremely angry at the archer for shooting down nine of his sons. He punished Yi by taking away his status as a god. Yi was sent to Earth to live and die as an ordinary human.

7 People were relieved once again to have just one sun crossing the sky each day. But the reckless actions of Di Jun’s sons had changed everything. The world has never again seen the same harmony that existed before the Time of the Ten Suns.

continued



8. The first paragraph states that the ten suns did not shine all at the same time. Why is this an important piece of information?

9. How is Yi typical of characters in myths?

A He solves a major problem through trickery.

B He struggles against both gods and humans.

C He saves the world through a heroic deed.

D He is unfairly punished for his actions.

10. In paragraph 3, what does the word harmony mean?

A sharing the same interests

B living together peacefully

C having the same habits

D helping others willingly

11. In what way are Yi and Di Jun different?

A Di Jun is a more powerful god than Yi is.

B Yi has more special skills than Di Jun does.

C Yi cares more about humans than Di Jun does.

D Di Jun is more respected by the emperor than Yi is.

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12. What evidence supports the idea that Yi thinks he is supposed to shoot down the suns?

A Yi aims directly at the suns.

B Di Jun gives Yi a bow and arrows to use.

C Di Jun gets angry at Yi for what he does.

D Yi has excellent skills with the bow and arrow.


Part A Which sentence describes how one character changes from the beginning of the passage to the end?

A After fighting to protect his people, Emperor Yao realizes the problems are too big for him to handle.

B Yi resents being ordered around by Di Jun but then accepts that someone has to be in charge.

C After riding with his brothers, the tenth sun decides he would rather go alone.

D Di Jun admires Yi’s skills and seeks his help but later is sorry that he did.


A Meanwhile, the ten suns were enjoying themselves, whooping and hollering high up in the sky.

B Desperate to help his people, Emperor Yao went to see Di Jun.

C Though Yi had saved Earth, Di Jun was extremely angry at the archer for shooting down nine of his sons.

D People were relieved once again to have just one sun crossing the sky each day.

continued



14. Think about the two passages you have read. What aspect of the sun characters is important in both passages?

A how their behavior affects those on Earth

B whether they cross the sky by riding or walking

C whether they are physically stronger than the hero

D how they are related to a particular god or goddess

15. How are the characters Maui from “Maui Captures the Sun” and Di Jun from “The Time of the Ten Suns” alike?

A Both get help from relatives to accomplish their goals.

B Both become confused when things do not work out as they planned.

C Both defeat their enemies without using magic or supernatural powers.

D Both try to solve a problem by talking to whoever is causing the trouble.

16. In what way are these two stories similar?

A In both stories, all of the characters are gods.

B Both stories have gods who show humanlike feelings.

C In both stories, the world has more than one sun.

D Both stories take place in a world unlike the one we live in.

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Writing Prompt

If you were going to recommend one of these myths to a friend, which one would you choose? Write a letter to a friend giving your opinion on which myth is better, and why. Use details from both passages to support your views.

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Informational Text • Biography


Photographing History1 In 1862, photographer Mathew Brady opened a shocking exhibit

in his New York gallery. For the first time, the American public saw images of Civil War soldiers killed in battle. As the New York Times said, Brady’s exhibit brought home the “terrible reality and earnestness of war.”

2 Brady was born around 1823 in Warren County, New York, to Irish immigrant parents. Little else is known about his life prior to age sixteen, when he first became involved in photography. In about 1839, Brady moved to New York City to study this newly invented art form. He opened his first photographic studio in New York in 1844 and a second in Washington, D.C., in 1849.

3 Brady quickly became known for his skillful portraits. Within a few years, he had photographed many of the era’s most famous people, such as Dolley Madison and business tycoon Cornelius Vanderbilt. Brady did not actually take all the pictures himself. He suffered from frequent eye problems, so he often arranged the shot but had an assistant work the camera.

4 Brady also collected and shared hundreds of portraits by other photographers. He said that he felt obligated to preserve the faces of history.

5 The start of the Civil War in 1861 marked a turning point for Brady. It gave him a lasting reputation but also ruined his life. Brady decided to photograph the war. By selling the pictures, he thought, he could not only make money but also leave his imprint on history.

6 Brady hired a host of other photographers to help him. Then he and these other artists spread out to battlefields, army camps, hospitals, and other sites. Together, they created a pictorial record of the war, especially of people and places changed forever by those four terrible years. But his pictures did not sell.

Name ________________________________________ Date ___________


Unit 6 Assessment • Biography (continued)

7 The Civil War project left Brady in financial ruin. After the war, demand for his pictures declined. By 1875, he was bankrupt and had closed his New York studios. Though he kept a Washington studio for another twenty years, his business never recovered. Even selling his collection to Congress (in 1875, for $25,000, or about $500,000 in today’s money) was not enough. Brady died in poverty in 1896. He was buried in Washington’s Congressional Cemetery, surrounded by many whose pictures he had taken years before.

8 The lasting importance of Brady’s Civil War pictures cannot be measured. They were used in newspaper reports during the war, and people hung copies of them on their walls. They have appeared in countless books. Millions of people have seen them in Ken Burns’s 1990 film The Civil War. Throughout the past 150 years, when Americans have visualized this war, the scenes in their minds have likely been Brady photographs.

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continued

1. How can you tell that this passage is a biography?

A It gives facts about a real person.

B It says that Brady was important in history.

C It takes place in New York and Washington.

D It includes a quotation from a newspaper.


Part A Why did Mathew Brady move to New York City?

A to sell photographic images

B to open a photography studio

C to learn how to take photographs

D to find subjects for his photographs


A Little else is known about his life prior to age sixteen, when he first became involved in photography.

B About 1839, Brady moved to New York City to study this newly invented art.

C He opened his first photographic studio in New York in 1844 and a second in Washington, D.C., in 1849.

D Within a few years, he had photographed many of the era’s most famous people, such as Dolley Madison and business tycoon Cornelius Vanderbilt.



3. Which detail from the passage supports the idea that Brady’s early photography business was a success?

A He maintained studios in two major cities.

B He was considered a skilled portrait-taker.

C He collected photos taken by other artists.

D He opened his own studio at age twenty-one.

4. What is the meaning of the word imprint as it is used in paragraph 5?

A business card

B belief or opinion

C publisher’s name

D mark or effect

5. What was one cause of Brady’s financial troubles?

A Congress did not pay a fair price for his collection.

B He only took photographs of famous people.

C Not enough people wanted to buy his pictures.

D He closed his portrait studio in New York.

6. What is the most important thing Mathew Brady did, and how might that affect or relate to your life? Write two or three sentences to explain.

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Portraits of Hard Times1 In the 1920s, Dorothea Lange was running a successful portrait

studio in San Francisco. Then she suddenly changed direction. Instead of wealthy clients, Lange began taking pictures of another part of American society. It is for her images of people in hard times—hungry, homeless, out of work, oppressed—that Lange is best remembered today.

2 Lange was born in Hoboken, New Jersey, in 1895. Two facts about her childhood may help explain her later sympathy for people in trouble. First, when she was seven, she contracted polio, which left her with a permanent limp. Then, when she was twelve, her father deserted the family, forcing Lange, her mother, and her brother to move to New York City and live with relatives.

3 Lange first became interested in photography as a teenager. She studied at Columbia University and worked as an apprentice to famous photographer Arnold Genthe. Lange moved to San Francisco in 1918 and opened her portrait studio soon after. She married painter Maynard Dixon and had two sons.

4 In the late 1920s and 1930s, the United States was suffering from serious economic problems and a terrible drought. Millions lost their jobs and their homes. Thousands roamed from place to place, looking for work. Poverty was everywhere, and Lange took its picture.

5 Two of Dorothea Lange’s most famous photos dramatically capture the mood of the times. White Angel Breadline (1933) shows a ragged man lined up waiting for food. Migrant Mother (1936) shows a thin, sad-looking woman sitting with her children in their tent “home” and staring off at nothing. Both images treat their subjects with dignity while also revealing their grim circumstances.



6 During World War II, the War Relocation Authority hired Lange to document the forced removal of Japanese-Americans from their homes and into government-run camps. Here, too, her photographs show the inner dignity of people experiencing very hard times.

7 To get photos that were natural instead of posed, Lange would try to make people forget she was there. Sometimes she would get permission to take photos and then wait until the people went back to what they had been doing. Sometimes she wandered around with her camera until people got used to her. If someone asked her not to take a picture, she did not take it. But that rarely happened. People seemed to realize what she was trying to accomplish, and they were willing to help.

8 Lange continued to work almost until her death in 1965. She photographed people for magazines and government agencies under a range of conditions. Today, few of those images are well known. But the man in the breadline and the woman in the tent are continuing reminders of those hard times.

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7. What is the main purpose of this passage?

A to show how Dorothea Lange rose above her difficult childhood to achieve success in her career

B to explain Dorothea Lange’s importance in the history of photography

C to demonstrate that Dorothea Lange was unusual for a woman of her times

D to describe Dorothea Lange’s work in documenting particular historic periods

8. What does the word contracted mean in paragraph 2?

A became ill with

B was defeated by

C recovered from

D signed an agreement for

9. What happened to Dorothea as a result of losing her father when she was a child?

A She ran away from home and went to New York City.

B She began supporting herself through photography.

C She moved in with relatives in another state.

D She began walking with a limp.

continued




Part A Why did Lange try to get her photo subjects to ignore her?

A She was afraid someone would become angry.

B She did not have permission to take pictures.

C She had not told them her real reason for being there.

D She preferred to show people behaving in their usual ways.


A To get photos that were natural instead of posed, Lange would try to make people forget she was there.

B Sometimes she would get permission to take photos and then wait until the people went back to what they had been doing.

C Sometimes she wandered around with her camera until people got used to her.

D If someone asked her not to take a picture, she did not take it.

11. Which sentence from the passage supports the idea that Lange cared about the people she photographed?

A She married painter Maynard Dixon and had two sons.

B Both images treat their subjects with dignity while also revealing their grim circumstances.

C People seemed to realize what she was trying to accomplish, and they were willing to help.

D She photographed people for magazines and government agencies under a range of conditions.

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12. Which sentence from the last paragraph supports the idea that Lange was a respected photographer during her lifetime?

A Lange continued to work almost until her death in 1965.

B She photographed people for magazines and government agencies under a range of conditions.

C Today, few of those images are well known.

D But the man in the breadline and the woman in the tent are continuing reminders of those hard times.

13. If Dorothea Lange were alive today, what do you think she would want to take pictures of? Give at least two examples and explain why you chose them.

14. Think about the two passages you have read. In what way are they similar?

A Both focus on childhood events that affected the subject.

B Both describe the person’s reasons for taking certain pictures.

C Both present opinions from people who knew the subject.

D Both name specific people who influenced the person’s work.

continued



15. Based on the two passages, what is true of the photographs of Mathew Brady and those of Dorothea Lange?

A Both are familiar to nearly everyone in the United States.

B Both were limited by the type of camera available at the time.

C Both have influenced how people remember certain times in history.

D Both were created in hopes of improving the lives of particular groups.

16. Based on the passages, what is one difference between the way Mathew Brady worked and the way Dorothea Lange worked?

A Brady only worked in his studio. Lange worked both in her studio and out in public.

B Brady photographed both people and places. Lange only photographed people.

C Brady chose his subjects ahead of time. Lange’s pictures were unplanned.

D Brady worked with many assistants. Lange took her own photos.

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Writing Prompt

Imagine that you are either Mathew Brady or Dorothea Lange. Write a letter to a friend in which you explain the type of photographic work you are doing at that point in your career and why you have chosen to do it.

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Grade 5 | Unit 7 AssessmentLiterary Text • Mystery


The Mystery of the Missing Sandwich1 The Vegas were busily preparing for their picnic. Mr. Vega was

getting the cooler and other items out of the basement, Mrs. Vega was packing the car, Roberto was making sandwiches, and Ana was gathering paper products. Emilio was trying to help, too, but what he really liked to do was observe and count. As they got ready, Emilio went around carefully observing everyone’s progress and counting out the various items they packed. “Five forks, check! Five bottles of cold water, check! One potato salad, check!”

2 As sandwich maker, Roberto was extremely proud of his work. He had made everyone something a little different with their favorite kinds of meat or cheese and combinations of onions, sprouts, peppers, ketchup, or mustard. He put each sandwich in a small plastic bag, lined up the sandwiches neatly on the counter for his mother to pack, and then ran upstairs to get a soccer ball.

3 When he came down the steps, Mrs. Vega said, “Hey, Roberto, there are only four sandwiches here. You’re not done yet.”

4 Without a moment’s hesitation, Roberto replied confidently, “They’re all there, Mom.”

5 Mrs. Vega’s tone became a bit clipped. “No, they are not,” she said with certainty as she reached to pet Trouble, the Vegas’ recently adopted dog. Trouble had been busily following everyone around all morning, wagging her tail, and sniffing everywhere.

6 When Roberto looked at the counter, his jaw dropped. Where was the fifth sandwich? He stuttered a little as he explained, “Mom, I made that sandwich, but now it has disappeared.”

Name ________________________________________ Date ___________


Unit 7 Assessment • Mystery (continued)

7 Mrs. Vega’s eyes met Roberto’s. Then both of them looked down at the same moment at Emilio. “Emilio, did you take a sandwich from the counter?” Mrs. Vega asked slowly in a careful tone that could have slid easily into criticism or encouragement. But Emilio only shook his head no. So Mrs. Vega said, “Roberto, make another,” and a little while later, Emilio called out, “Five sandwiches, check!”

8 About twenty minutes after that, everyone jumped in the car, including Trouble. Mr. Vega put on the family’s favorite radio station, and everyone except Emilio sang along to pass the time. Emilio observed the road instead, calling out things like, “Ramp onto Highway 95, check! Right turn onto Route 47, check!”

9 About an hour later, the Vegas pulled into Silver Lake State Park. They found a shady picnic site not far from the lake and began to unload the car. As they did, Emilio kept up a running tally of their progress. He sang out, “One red cooler packed with lunch, check!” “One yellow tablecloth, check!” “Five blue folding chairs, check!” He also sang out, “Ha, and one dog with a small bit of plastic bag stuck to her lips, check—and check!”

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1. What does the word criticism mean as it is used in paragraph 7?

A worry

B disapproval

C happiness

D praise

2. Who is acting as a detective in “The Mystery of the Missing Sandwich”?

A Emilio

B Roberto

C Ana

D Mrs. Vega

3. What feature makes this story a mystery?

A One character likes to count things.

B The story begins inside a family’s house.

C A dog in the story was recently adopted.

D The plot revolves around solving a crime.

4. Based on “The Mystery of the Missing Sandwich,” what skills must a good detective have?

A singing skills

B drawing skills

C observation skills

D counting skills




Part A Based on the ending of the passage, what can the reader conclude about Emilio?

A He is the family member who really wanted to adopt a dog.

B He has solved the mystery of where the missing sandwich went.

C He figures out that Roberto did not actually make five sandwiches.

D He took the sandwich from the counter and hid it in the cooler.

Part B Which sentence from the passage supports the answer in Part A?

A About twenty minutes after that, everyone jumped in the car, including Trouble.

B Mr. Vega put on the family’s favorite radio station, and everyone except Emilio sang along to pass the time.

C Emilio observed the road instead, calling out things like, “Ramp onto Highway 95, check! Right turn onto Route 47, check!”

D He also sang out, “Ha, and one dog with a small bit of plastic bag stuck to her lips, check—and check!”

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continued

6. Which detail from the passage best supports the idea that both Mrs. Vega and Roberto suspected that Emilio took the sandwich?

A Emilio shook his head in a way that said no.

B Emilio “kept a running tally of their progress.”

C Both of them “looked down at the same moment at Emilio.”

D Both of them decided it was best to make another sandwich.

7. Based on the passage, what can you infer about the family’s dog? Make at least two inferences about the dog and support each inference with at least one detail from the story.




The Case of the Missing Ribbon1 Talia was outside on the patio, humming happily to herself.

She was cutting the wrapping paper for a very special present for her mother’s birthday. It was blue, her mom’s favorite color, and next to her were several pieces of special silver ribbon that she had been saving for the bow.

2 Even her sisters weren’t bothering her too much today. Her little sister Hannah sat quietly coloring on the patio while she wrapped. Her big sister Delia, whom she secretly called Miss Know-It-All, was sitting in the living room just beyond the patio door, probably with her nose buried in some nature book.

3 When Talia realized she hadn’t brought any tape outside, she said to Hannah, “I’ll be right back.” But she didn’t come right back because the tape wasn’t in the kitchen drawer where it was usually kept. It wasn’t on Mom’s desk on the second floor either. After about ten minutes, Talia finally discovered it on the countertop. When she returned to the porch, Hannah was still coloring.

4 When Talia finished taping the wrapping paper and reached for the silver ribbon, she gasped. She had cut twelve pieces of ribbon, but two of them had disappeared. In her “I am very disappointed in you” voice, she said to Hannah, “You know I need that ribbon for Mom’s present. Please return it to me!”

5 Hannah’s face clouded as she registered her sister’s upset tone. “I didn’t take it, Tally,” she whimpered, “I didn’t, really!”

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6 “Well, it’s gone,” said Talia, her voice huffy and impatient, “and I want it back immediately. Return it to me now and I won’t tell Mom what you did.”

7 Hannah started to cry as she protested once again that she hadn’t taken anything. Delia heard her crying and came out to play her favorite role as family police officer. To Talia’s surprise, Delia told Talia that Hannah definitely wasn’t the culprit because she was not on the porch at the time. Talia thought otherwise, but what could she do? She sighed loudly and then made a skimpy bow with just ten pieces of silver ribbon instead of twelve.

8 When Mom opened the present a few hours later, she exclaimed how much she loved the wrapping and bow and didn’t seem to notice that it was a few ribbons short. Surprisingly, it was Delia who brought it up.

9 “Mom,” she said, “Talia planned an even bigger bow for your present. But when she went inside to find the tape and Hannah went inside to find a purple crayon, a crow swept down and carried off some of that beautiful silver ribbon. You know,” she continued in what Talia called her know-it-all voice, “many birds, including crows, are attracted to shiny objects.”

10 When Mom showed her surprise, Delia handed her a pair of binoculars. “Look!” she said, pointing to a nest in a distant tree. “Your ribbons have been woven into that nest!” And sure enough they had been, as everyone soon saw.

continued



8. What does the word registered mean as it is used in paragraph 5 of “The Case of the Missing Ribbon”?

A reported

B noticed

C darkened

D regretted

9. Which detail from “The Case of the Missing Ribbon” supports the inference that Talia thinks her sister Delia is sometimes a bother?

A Delia was sitting in the living room just beyond the patio door.

B Delia had her nose buried in a nature book.

C Talia brought up the subject of the ribbons.

D Talia secretly called her Miss Know-It-All.

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Part A In “The Case of the Missing Ribbon,” how does Delia know that Hannah did not take the ribbons?

A She saw Hannah come into the house.

B She understands these things through her reading.

C She asked Hannah to come inside when Talia went in.

D She knew that Hannah would not stay outside alone.

Part B Which sentence from the passage supports the answer in Part A?

A Delia heard her crying and came out to play her favorite role as family police officer.

B When Mom opened the present a few hours later, she exclaimed how much she loved the wrapping and bow and didn’t seem to notice that it was a few ribbons short.

C “But when she went inside to find the tape and Hannah went inside to find a purple crayon, a crow swept down and carried off some of that beautiful silver ribbon.”

D “You know,” she continued in what Talia called her know-it-all voice, “many birds, including crows, are attracted to shiny objects.”

continued



11. What is one feature of “The Case of the Missing Ribbon” that makes it a mystery?

A Most of the events take place in an outdoor setting.

B The main characters are introduced at the start.

C At the end of the story, the culprit is revealed.

D The events of the story are told in chronological order.

12. In “The Case of the Missing Ribbon,” which detail supports the idea that Hannah did not take the ribbons?

A Hannah starts to cry when Talia demands the ribbon back.

B Talia sighs and decides to make the bow with only ten ribbons.

C Two silver ribbons are woven into a crow’s nest in the tree.

D Hannah is too young to care about having silver ribbons.

13. In “The Case of the Missing Ribbon,” why was Talia certain that Hannah took the ribbons? Use at least two story details to support your answer.

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14. Think about the two stories you have read. In what way are these two stories alike?

A Both have missing objects and animal thieves.

B Both include professional detectives.

C Both have plots about serious crimes.

D Both reveal the culprit early in the story.

15. In what way are the two stories different?

A “The Mystery of the Missing Sandwich” is solved by a family member; “The Case of the Missing Ribbon” is not.

B In “The Mystery of the Missing Sandwich,” one suspect is a family member; in “The Case of the Missing Ribbon,” no family members are suspected.

C “The Mystery of the Missing Sandwich” is set in the present; “The Case of the Missing Ribbon” is not.

D In “The Mystery of the Missing Sandwich,” no one witnesses the crime; in “The Case of the Missing Ribbon,” a family member sees the thief.

16. What is similar about the “crime” in both stories?

A It causes major problems for everyone in the story.

B The people in the stories are innocent of any crime.

C It takes place at night in a dark place outdoors.

D The people in the stories do not care about the crime.

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Writing Prompt

In your opinion, which is the better story, “The Mystery of the Missing Sandwich” or “The Case of the Missing Ribbon”? Write a review for a school newspaper in which you explain that one story is better than the other, and why. Use details from both stories to support your argument.

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Literary Text • Drama


Staying AfloatCast of Characters

Sadie, age 8

Noah, age 11, Sadie’s brother

Mom, the children’s mother, named Rachel

Pops, their grandfather

Scene One

Setting: A small boat by a dock, with POPS in the boat and the others on the dock.

1 POPS: (swinging SADIE into the boat) Welcome aboard the Greta Mae, Peanut!

2 SADIE: My name is not Peanut!

3 POPS: It’s Doris, isn’t it—no, Valentine—no, it’s got to be Azalea, right?

4 SADIE: Grampa, how many girls my age do you know?

5 POPS: (smiling apologetically) I’ll stop being silly right now, Sadie. (to NOAH) Just hand the bags to me, young man, and then you can hop in yourself and put on your life jacket. I promise not to make any jokes about arks.

6 NOAH and his mother get into the boat and stow their bags, and everyone sits down and puts on life jackets. POPS starts up the motor and the boat pulls away from the dock.

7 MOM: It’s hard to believe we haven’t been to the island for three whole years.

Name ________________________________________ Date ___________


Unit 8 Assessment • Drama (continued)

8 POPS: Greta’s been talking about nothing but your visit for weeks now. Remember, kids, keep your hands and arms in the boat. We’re going to go a little faster once we get out of the marina.

9 NOAH: Did you really make this boat all by yourself, Grampa?

10 POPS: I certainly did. Sanded every last plank and pounded every nail—she’s a beauty, isn’t she?

11 SADIE: Mom, I’m getting kind of wet.

12 POPS: That’s only the salt spray of the ocean, young lady, the briny deep.

13 MOM: No, Pops, it’s our feet that are getting wet. Have you recaulked this boat recently?

14 POPS: (looking down) By Jove, I think the Greta Mae might have sprung a leak. (A small commotion breaks out among the passengers.) Now, now, it’s nothing to get upset about; I’m sure it’s a very minor leak, since I got here with dry feet. I’ll throttle down—and then you steer, Rachel—and Noah, move the bags up onto the seats while I look for the leak. (He retrieves a bailing scoop, scoops out water with it once, and hands it to SADIE.) If you’ve ever wanted to play sailor, now is the time! This is what sailors do: they pitch in and do whatever needs doing to keep the tub afloat.

15 MOM steers the boat while NOAH moves the bags and SADIE bails.

16 SADIE: (worried) Mom, my arm is getting tired but there’s still water in the bottom.

17 MOM: You’re doing a wonderful job, Sadie, but let Noah take over for a while. When we get to the island, this will all seem like a great adventure. Just think how happy Gran will be to see you two.

18 NOAH: Hey, Grampa, what should we do about the ferry coming up behind us?

19 POPS: If we point the bow away from the wake, the Greta Mae will just ride that wake like a surfboard. (MOM changes course, and soon a light fog drifts over the little boat.) Hmm, now what’s this little bit of fog moving in . . .

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1. How can you tell that “Staying Afloat” is a play?

A It’s set in a small boat.

B The characters seem like real people.

C The setting is realistic and seems to be the present.

D It’s told through dialogue and the characters’ actions.


Part A What is the author’s main purpose in “Staying Afloat”?

A to persuade people to follow boating safety rules

B to entertain readers with a story

C to show how to repair a wooden boat

D to teach a lesson about taking risks

Part B Which line from the passage best supports the answer to Part A?

A POPS starts up the motor and the boat pulls away from the dock.

B MOM: It’s hard to believe we haven’t been to the island for three whole years.

C POPS: Greta’s been talking about nothing but your visit for weeks now.

D POPS: (looking down) By Jove, I think the Greta Mae might have sprung a leak.



3. Which line from Scene One suggests there are other boats nearby?

A POPS: (swinging SADIE into the boat) Welcome aboard the Greta Mae, Peanut!

B NOAH: Did you really make this boat all by yourself, Grampa?

C NOAH: Hey, Grampa, what should we do about the ferry coming up behind us?

D MOM changes course, and soon a light fog drifts over the little boat.

4. In line 14, what does the word commotion suggest about the passengers?

A They are afraid the boat might sink.

B They move quickly to reach land.

C They don’t believe there’s a problem.

D They are laughing at Pops’ jokes.

5. Which line supports the idea that Pops thinks safety is important?

A POPS: (swinging SADIE into the boat) Welcome aboard the Greta Mae, Peanut!

B POPS: Just hand the bags to me, young man, and then you can hop in yourself and put on your life jacket.

C POPS: That’s only the salt spray of the ocean, young lady, the briny deep.

D POPS: This is what sailors do: they pitch in and do whatever needs doing to keep the tub afloat.

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6. Why does the author have Mom say, “When we get to the island, this will all seem like a great adventure”?

A to show that she wants her children to feel less afraid

B to suggest that she knows her children love adventures

C to show that she doesn’t understand the danger they are in

D to suggest that she’s not afraid of anything

7. Write a summary of what happens in this scene. Include at least two important events from the passage.




Staying AfloatScene Two

1 Dense fog completely surrounds the little boat.

2 NOAH: I can’t see twenty feet away from us, Grampa. How will we know when we’re getting close to the island?

3 POPS: That’s an astute question, Noah, but that’s actually not our first problem. There may be some other boats out there in that fog that don’t know we’re here. (He rummages around on the bottom for a while and then hands NOAH a small aerosol can with a funnel on top of it.) Here’s a can full of noise, exact-ly what a young man wants.

4 NOAH: Well, that’s great, but what should I do with it?

5 POPS: Believe it or not, that’s a horn, and it might save our ba-con right now. Press that button and it will let out a noise that’ll knock you sideways—Rachel, Sadie, cover your ears—okay, go ahead and press it.

6 NOAH presses the button and a foghorn goes off that’s loud enough to make him do a half-somersault off his seat.

7 NOAH: Holy cow, Grampa, that was a blast! Should I just keep pressing it?

8 POPS: No, that’s good enough for now. In about a minute you can let it blast again; that will let anyone else out there know that there’s a boat here. In the meantime, the three of you keep on bailing; I haven’t found the leak yet.

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9 MOM: Maybe this would be a good time to sing really loud, or yell, or—I know, how about that chant you learned at camp, Noah?

10 NOAH: You mean the one they had us yell before breakfast? All right, here it goes: I’m alive, alert, awake, enthusiastic!

11 MOM and SADIE join in with NOAH, repeating the chant as loud as they can, while the three take turns bailing the boat. NOAH sounds the foghorn a second time, after which they go back to chanting.

12 POPS: Eureka, I’ve finally found the leak! Does anyone have a T-shirt handy so I can stuff it into this crack?

13 MOM: (unzips a bag, pulls out a T-shirt, and hands it to POPS) Let’s keep chanting: I’m alive, alert, awake, enthusiastic!

14 POPS gets busy stuffing the T-shirt into the crack while the other three continue to chant. NOAH sounds the foghorn two more times, and then the fog begins to clear; revealed nearby is a shoreline with a dock and a house beyond it.

15 POPS: Look at us, only a few hundred yards from our dock—and with nary another boat in sight! We stopped up the leak, the fog has lifted, and we’re almost home. You three make a fine crew; I’d take you along anywhere in the whole chain of San Juan Islands.

16 MOM: And I’d go with you, Pops, but only after you overhaul this boat!

continued




Part A What is the author’s purpose in lines 13 through 15 of Scene Two?

A to persuade readers that the danger wasn’t serious

B to describe the end of a fun trip in the San Juan Islands

C to show that the characters reach the island safely

D to demonstrate how to repair leaks in a boat

Part B Which line from Scene Two supports the answer to Part A?

A POPS gets busy stuffing the T-shirt into the crack while the other three continue to chant.

B POPS: We stopped up the leak, the fog has lifted, and we’re almost home.

C POPS: You three make a fine crew; I’d take you along anywhere in the whole chain of San Juan Islands.

D MOM: And I’d go with you, Pops, but only after you overhaul this boat!

9. What feature in the passage tells you that this is a play?

A It is divided into scenes.

B The characters have a conversation.

C It includes the sound of a foghorn.

D All of the characters are in a boat.

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10. In line 3 of Scene Two, what does the word astute suggest about Noah?

A He is a poor sailor.

B He acts like a teacher.

C He is too young to understand the danger.

D He is thinking clearly.

11. Which line from Scene Two supports the idea that Pops and his passengers are in danger?

A NOAH: How will we know when we’re getting close to the island?

B POPS: There may be some other boats out there in the fog that don’t know we’re here.

C POPS: In the meantime, the three of you keep on bailing; I haven’t found the leak yet.

D NOAH: All right, here it goes: I’m alive, alert, awake, enthusiastic!

12. Why does the author have Mom lead the children in loud chanting?

A to show that she usually thinks about herself first

B to suggest that she knows a lot of songs and chants

C to show that she deals with difficult conditions well

D to suggest that she likes when things get dangerous

continued



13. Write a summary of what happens in Scene Two. Include at least two important events from the passage.

14. Think about the two scenes from a play that you have read. How does Pops change in Scene Two?

A He makes funnier jokes.

B He gives everyone jobs to do.

C He starts working on the boat.

D He gets more serious.

15. What is different about the events in Scene One and Scene Two?

A In Scene One, they fix a leak; in Scene Two, they get out of the fog.

B In Scene One, the boat leaks; in Scene Two, they get lost in fog.

C In Scene One, the boat leaks; in Scene Two, a ferry almost hits them.

D In Scene One, everyone is worried; in Scene Two, everyone is really scared.

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16. What is the main difference between the beginning of Scene One and the beginning of Scene Two?

A The beginning of Scene One is funny; the beginning of Scene Two is scary.

B At the beginning of Scene One, the characters seem friendly; at the beginning of Scene Two, they are getting angry at each other.

C As Scene One begins, Pops doesn’t know the children; as Scene Two begins, he remembers their names.

D At the start of Scene One, the children are afraid; at the start of Scene Two, they are calm.

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Writing Prompt

What will happen when Pops, Mom, Noah, and Sadie get to the island? Write a story telling what happens next. Tell the story from the point of view of one of the characters. Use details from the play to help you plan your narrative story.

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Grade 5 | Unit 9 AssessmentInformational Text • Review


Magical Miyazaki1 When Hayao Miyazaki’s Spirited Away came out in 2001, it was

the most successful movie in Japanese history. The English-language version of this fantasy film won the 2002 Academy Award for best animated film. It has been winning more fans ever since, among both children and adults.

2 As the movie opens, ten-year-old Chihiro is moving to a new place. Nothing pleases her: not gifts and cards from her friends, the shortcut her father takes, or the abandoned theme park her parents want to explore. She pouts and demands, but they end up in a town full of shops and restaurants—with no people. Chihiro finds a bathhouse, and immediately a boy named Haku appears and warns her away from it: this place is where spirits come to bathe.

3 Meanwhile, a magic spell has turned her parents into pigs. To save them, Chihiro has to get a job in the bathhouse working for the evil Yubaba. Now the movie begins filling up with strange figures you might meet in dreams (or nightmares). The man who powers the bathhouse has six arms and works like a demon. Yubaba has a gigantic head and can transform herself into a hawk.

4 Yubaba gives Chihiro a new name, Sen. Sen’s first guest smells so bad that everyone assumes he’s a Stink Spirit, but in fact the customer is a River Spirit, and a highly polluted one. In one scene, Sen helps to free him from all the disgusting junk and chemicals that have been building up inside him. Eventually Chihiro/Sen, once a spoiled and fearful girl, shows courage, kindness, and an ability to do hard work.

5 Hayao Miyazaki wrote and directed the film, while his own Studio Ghibli drew, painted, and animated it. Miyazaki is known for the beauty of his movie sets and the quirkiness of his plots. Spirited Away fits both of these characteristics.

Name ________________________________________ Date ___________


Unit 9 Assessment • Review (continued)

6 Though the animation and the voice acting are top-notch, I thought the movie was hard to understand. The film is confusing because it’s beautiful and creepy at the same time. As in Miyazaki’s other movies Princess Mononoke and Howl’s Moving Castle, the plot is complex and difficult to follow. Sometimes too much is happening on the screen to take in at once, but this same factor makes it interesting to watch again. Another plus is that Miyazaki seems to care about the environment. In the end, I call Spirited Away a movie well worth watching.

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1. How can you tell that “Magical Miyazaki” is a movie review?

A It explains how to make animated movies.

B It tells what the author thinks about a movie.

C It describes people who live in a foreign country.

D It relates a story about spirits in a bathhouse.

2. Which sentence from the passage states an opinion?

A When Hayao Miyazaki’s Spirited Away came out in 2001, it was the most successful movie in Japanese history.

B As the movie opens, ten-year-old Chihiro is moving to a new place.

C Hayao Miyazaki wrote and directed the film, while his own Studio Ghibli drew, painted, and animated it.

D Though the animation and the voice acting are top-notch, I thought the movie was hard to understand.

3. Which sentence from the passage supports the idea that the author is concerned about pollution in the environment?

A The man who powers the bathhouse has six arms and works like a demon.

B In one scene, Sen helps to free him from all the disgusting junk and chemicals that have been building up inside him.

C Miyazaki is known for the beauty of his movie sets and the quirkiness of his plots.

D The film is confusing because it’s beautiful and creepy at the same time.

4. What is the meaning of the word complex in paragraph 6?

A hard to understand

B filled with people

C interesting to watch

D carefully planned




Part A Which sentence from the passage gives the author’s opinion of Chihiro at the end of the movie?

A As the movie opens, ten-year-old Chihiro is moving to a new place.

B Chihiro finds a bathhouse, and immediately a boy named Haku appears and warns her away from it: this place is where spirits come to bathe.

C Yubaba gives Chihiro a new name, Sen.

D Eventually Chihiro/Sen, once a spoiled and fearful girl, shows courage, kindness, and an ability to do hard work.

Part B Which detail from the passage supports the opinion in Part A?

A Chihiro is not pleased when her father takes a shortcut.

B Yubaba gives Chihiro a new name and a job at a bathhouse.

C Chihiro works hard to save her parents from a magic spell.

D The River Spirit smells awful and is filled with pollution.

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6. Which detail from the passage shows that the movie made a lot of money?

A It won an Academy Award in 2002.

B It was written and directed by Hayao Miyazaki.

C It is a beautiful movie and well worth watching.

D It was the most successful movie in Japanese history.

7. What other movie or book have you seen or read that is like the movie Spirited Away? Describe one or two ways it is similar.




The Brave Men of Pea Island1 As Storm Warriors opens, a winter storm is raging on the

Outer Banks of North Carolina in 1895. Twelve-year-old Nathan Williams and his father leave their beds to help save seven men from a sinking ship. It’s an exciting scene in a memorable work of fiction. Author Elisa Carbone provides a front-row seat to thrilling rescues done by the nation’s only lifesaving crew made up entirely of African Americans. The crew members of the Pea Island Life-Saving Station were real people, and all the rescues Carbone describes are based on historical records.

2 The Outer Banks lifesavers’ motto is “You have to go out; you don’t have to come back.” In other words, a surfman risks his life trying to save others. That doesn’t discourage Nathan, who wants more than anything to be a surfman. He lives with his father and grandfather next to the Pea Island station, the only hope of stranded sailors along many miles of dangerous coast.

3 In those days, many people and a lot of cargo traveled by ship. Ships that strayed too close to the Outer Banks got stuck on sandbars and then pounded by waves till they broke up. Most sailors couldn’t swim. For public safety, the government established lifesaving stations all along the North Carolina coast. Their crews walked the beach looking for ships in trouble.

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4 The backdrop to this dramatic story is race. Nathan’s father and grandfather were both born into slavery. Even though they became free after the Civil War, they moved to Pea Island with Nathan to get away from people who treated them unfairly. But his father still got paid only half what the white fishermen got for their catch.

5 Through it all, you follow Nathan’s growth. He is proud that he can walk eight-hour beach patrols and treat wounded sailors. After a while he discovers that medicine appeals to him, and he starts memorizing the station’s medical manual.

6 Elisa Carbone makes her characters amazingly real. You feel Na-than’s surprise at being accepted by European sailors who treated him as a man and did not care that he was African American. You know his fear and triumph as he learns how to swim in heavy surf. You feel his grandfather’s sadness as he searches for his wife, who was taken away from him in slavery times.

7 One problem I had with this otherwise great book is the number of characters. It was sometimes hard to keep track of who was who. That is a small point, though, in a fascinating novel.

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8. How can you tell that “The Brave Men of Pea Island” is a book review?

A It gives information about real places.

B It describes a boy named Nathan Williams.

C It tells about events that happened in 1895.

D It names the title and author of a book.

9. Which sentence from the passage supports the inference that Nathan helps rescue some stranded sailors?

A In other words, a surfman risks his life trying to save others.

B That doesn’t discourage Nathan, who wants more than anything to be a surfman.

C He lives with his father and grandfather next to the Pea Island station, the only hope of stranded sailors along many miles of dangerous coast.

D He is proud that he can walk eight-hour beach patrols and treat wounded sailors.

10. Which sentence from the passage states an opinion?

A In those days, many people and a lot of cargo traveled by ship.

B Their crews walked the beach looking for ships in trouble.

C Elisa Carbone makes her characters amazingly real.

D You know his fear and triumph as he learns how to swim in heavy surf.

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11. What is the meaning of the word established in paragraph 3?

A set up

B paid for

C managed

D tore down


Part A Which sentence from the passage expresses an opinion?

A Ships that strayed too close to the Outer Banks got stuck on sandbars and then pounded by waves till they broke up.

B It’s an exciting scene in a memorable work of fiction.

C Through it all, you follow Nathan’s growth.

D You know his fear and triumph as he learns how to swim in heavy surf.

Part B Which detail from the passage supports the opinion in Part A?

A Nathan and his father take part in dramatic rescues.

B Crew members walk along the beach looking for ships.

C Ships get stuck on the sandbars on the Outer Banks.

D Nathan and his father live next to the Pea Island station.

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13. What other group of people do you know of who are similar to the surfmen of Pea Island? Describe one or two ways they are similar.

14. Think about the two passages you have read. How are “Magical Miyazaki” and “The Brave Men of Pea Island” alike?

A Both are mostly positive reviews.

B Both mention well-known awards.

C Both are based on historical records.

D Both describe how characters look.

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15. How are the first paragraphs of “Magical Miyazaki” and “The Brave Men of Pea Island” alike?

A They describe the characters and the plot of a story.

B They identify awards that a person has received.

C They explain where the events of a story take place.

D They name the title of a work and its author.

16. In what way are these two passages different?

A “Magical Miyazaki” is a completely negative review; “The Brave Men of Pea Island” is very positive.

B “Magical Miyazaki” is based on real people and events; “The Brave Men of Pea Island” is made-up fiction.

C “Magical Miyazaki” tells about a movie; “The Brave Men of Pea Island” tells about a novel.

D “Magical Miyazaki” gives reviews of several works; “The Brave Men of Pea Island” gives a review of only one work.

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Writing Prompt

Based on the details in one of these passages, write the story of Spirited Away or Storm Warriors as an informational report. Use details from the passage you choose to support your ideas.

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Informational Text • Persuasive Essay

1. Look at the title of this passage and read the first few sentences. What questions do you have? Write two questions that can help you understand the passage.


Why You Should Adopt a Dog1 There are thousands of dogs in the United States that need good homes.

When you adopt a dog, you are doing a great service for a fellow animal that just needs some loving care. As much research has shown, animals do have feelings. Adopting a dog could end its loneliness, worry, or fear. Some of the most important reasons you should consider adopting a dog, however, are not benefits for the dog. They are benefits for you personally. They include better health, safety, and happiness.

2 All dogs need exercise, and some need to run several times a day. If you get out to walk your dog regularly, you will get more exercise, too. This will help you develop your muscles and make your heart stronger. It can also help you lose weight or maintain a healthy weight. Also, having a pet such as a dog has been shown to reduce stress and lower blood pressure.

3 You will be safer if you adopt a dog. If someone comes near your home, your dog will bark to alert you right away. Your dog’s barking may also scare off an intruder who should not be near your home. When you walk down a street with your dog, people will be less likely to disturb you in any way because they do not want to risk being attacked, bitten, or bothered by your dog. Your dog will be a warning sign that says, “Stay away!”

Name ________________________________________ Date ___________


Unit 10 Assessment • Persuasive Essay (continued)

4 You will be happier if you adopt a dog. Dogs give most owners a feeling of being loved no matter what. Dogs never criticize their owners. Instead, they just want to be petted and loved. Some cuddle up with their owners, while others make their owners happy just by wagging their tail or jumping around in a happy way. Many dog owners are certain that dogs can sense their owners’ moods and give them comfort when they are feeling bad. Also, when you go out and walk a dog, you might meet other dog owners and make friends with them.

5 For all these reasons and more, adopting a dog is a great idea. Why not visit an animal shelter today? You will make some lovable four-legged creature, as well as yourself, very happy.

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2. What does the word intruder mean in paragraph 3?

A a person who is not invited or wanted

B a pet that belongs to someone else

C a person whose job is to catch dogs

D a pet that behaves like a watchdog

3. How can you tell that this passage is a persuasive essay?

A It presents causes and effects.

B It uses facts and evidence to make a case.

C It arranges events in time order.

D It compares and contrasts points of view.


Part A What judgment can be made based on information in the second paragraph?

A Owning a dog can make a person smarter.

B Dogs need plenty of food several times a day.

C Owning a dog can be good for a person’s health.

D Dog ownership helps people become more friendly.

Part B What evidence from the passage supports the judgment in Part A?

A As much research has shown, animals do have feelings.

B All dogs need exercise, and some need to run several times a day.

C This will help you develop your muscles and make your heart stronger.

D If someone comes near your home, your dog will bark to alert you right away.



5. Which sentence from the passage shows that the author thinks dogs are like people in some ways?

A When you adopt a dog, you are doing a great service for a fellow animal.

B They are benefits for you personally.

C Dogs give most owners a feeling of being loved no matter what.

D For all these reasons and more, adopting a dog is a great idea.

6. Based on paragraphs 3 and 4, what judgment can be made about a dog’s effect on your social life?

A A dog will keep everyone away from you.

B A dog will help you decide which people to make friends with.

C A dog will draw people to you like a magnet.

D A dog will scare some people away and attract others to you.

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7. Which sentence from the passage supports the idea that dogs make good friends for people?

A There are thousands of dogs in the United States that need good homes.

B Adopting a dog could end its loneliness, worry, or fear.

C Having a pet such as a dog has been shown to reduce stress and lower blood pressure.

D Many dog owners are certain that dogs can sense their owners’ moods and give them comfort when they are feeling bad.



8. Look at the title of this passage and read the first few sentences. What questions do you have? Write two questions that can help you understand the passage.


Don’t Get a Pet!1 Cats, dogs, and other pets can be cute and a lot of fun.

They can provide lonely people with company and a sense of friendship. Nevertheless, many people in our country have gone overboard on pets. It’s time to spend our money, our energy, and our time on more important things.

2 People who live alone might need a pet for company, but do couples and families also need pets? After all, pets, and especially dogs, take up a lot of our time. Sometimes a parent must take yet more time away from a child or household responsibilities because a pet needs to be walked, has to go to the vet, or otherwise has to be taken care of. In some families, time spent walking a dog several times a day could be time that is not spent on helping with homework or talking with a child. Pets drain us of our free time!

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3 Some pets, such as dogs, are likely to cost more than others, such as gerbils, but all pets cost plenty. There are the costs of food. Most pets need a cage, a tank, a fence, or a bed. Pets also need to see a vet from time to time, which can be very expensive. Many families also buy pet toys and pet treats, and a few even buy silly pet clothes. Some pet owners pay high bills to groom their animals, to board their pets when they go away, or to put their pets in day care or play groups. This money could go to many more important wants or needs, or it could go to a charity. Do we really want to spend a small fortune on animals when there are so many people in need of help?

4 Pets, especially dogs, use up our energy. Dogs need a lot of exercise. They have to go out on long walks or runs that can tire owners out. Pets, especially dogs, can also do damage or bring in dirt or bugs that it takes owners a lot of time to clean up, wash out, treat, or repair. For example, they can dirty floors and rugs, and they chew up things ranging from shoes to furniture. Some eat food off counters, turn over trash cans, and dig holes in yards. Pets can also carry ticks and fleas that can cause diseases.

5 Finally, your pet can turn your friends and neighbors into enemies. Some people don’t like or are allergic to animals. They will stop coming to your home. Others won’t like it if your pet gets loose and damages something in their yard or leaves a mess there. If there’s one thing our country doesn’t need more of, it’s pets!

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9. In “Don’t Get a Pet!” what is the meaning of the word charity in paragraph 3?

A a place that shelters pets

B the amount of money a pet costs

C a business that cares for pets

D the giving of help to needy people

10. Which quality of “Don’t Get a Pet!” tells you that it is a persuasive essay?

A It uses powerful words.

B It does not use headings.

C It has well-developed paragraphs.

D It presents more than one point of view.

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Part A What judgment can be made from the information in paragraph 3?

A Most pets do not get along with others.

B Having a pet costs a lot of money.

C Too many people leave their pets alone.

D Every pet needs nice toys and treats.


A In some families, time spent walking a dog several times a day could be time that is not spent on helping with homework or talking with a child.

B Most pets need a cage, a tank, a fence, or a bed.

C Pets also need to see a vet from time to time, which can be very expensive.

D This money could go to many more important wants or needs, or it could go to a charity.

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12. Which sentence best states the author’s main point in this passage?

A Most people should not get pets.

B No one in America should get a pet.

C All pets are equally bad for people.

D Most pets help to spread disease.

13. Which sentence from the passage supports the idea that some pet owners waste money on pets?

A Pets also need to see a vet from time to time, which can be very expensive.

B Many families also buy pet toys and pet treats, and a few even buy silly pet clothes.

C They have to go out on long runs or walks that can tire owners out.

D If there’s one thing our country doesn’t need more of, it’s pets.

14. Think about the two passages you have read. What point is made in both “Why You Should Adopt a Dog” and “Don’t Get a Pet!”?

A Only dogs make good pets.

B Pets are good for lonely people.

C Having a pet is good for your health.

D Owning a pet can be very expensive.

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15. What idea about dogs is mentioned in both “Why You Should Adopt a Dog” and “Don’t Get a Pet!”?

A Dogs can help you maintain a healthy weight.

B Dogs can take time away from more important activities.

C Dogs have feelings that are similar to those people have.

D Dogs often cause people to stay away from you.

16. “What is different about “Why You Should Adopt a Dog” and “Don’t Get a Pet!”?

A “Why You Should Adopt a Dog” uses better evidence than “Don’t Get a Pet!” to support its argument.

B “Why You Should Adopt a Dog” says dogs are good for people, and “Don’t Get a Pet!” says they are not.

C “Why You Should Adopt a Dog” recommends getting a pet, and “Don’t Get a Pet!” does not.

D “Why You Should Adopt a Dog” asks the reader questions, and “Don’t Get a Pet!” does not.

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Writing Prompt

What should people know about owning a dog or other pet before they get one? Write an informational article for people who are thinking about getting a pet. Use details from both passages to explain possible benefits and possible problems of pet ownership.

informational text • social studiesblresources.benchmarkeducation.com/pdfs/g5_unit... ·...

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