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Grado

Sistema de Evaluaciónde Ohio

Nombre:________________________________________

5

LecturaFolleto de prueba A

Marzo de 2005

Copyright © 2005 by Ohio Department of Education. All rights reserved.

A

Esta evaluación fué originalmente administrada aestudiantes en marzo del 2005. Este material público esapropiado para uso por parte de maestros en Ohio ensituaciones de enseñanza. Esta evaluación está alineadacon los Criterios Académicos de Contenido para Inglés deOhio.

This test was originally administered to students in March2005. This publicly released material is appropriate for useby Ohio teachers in instructional settings. This test is alignedwith Ohio’s Academic Content Standards for EnglishLanguage Arts.

El Departamento de Educación de Ohio no discrimina en el empleo o la provisión de servicios contra

persona alguna a causa de su raza, color de piel, descendencia, género, religión, edad o incapacidad física.

Acknowledgments

Reading Selection 1: Independence Day

Text copyright © 1933, 1961 Little House Heritage Trust. Used by permission of Harper CollinsPublishers.Artwork: property of Ohio Department of Education.

Selection 2: AmberReprinted by permission of CRICKET magazine, August 1996, Vol. 23, No. 12, copyright © 1996 byMarjorie Jackson.Artwork: property of Ohio Department of Education.

Selection 3: In Time of Silver RainFrom The Dream Keeper and Other Poems by Langston Hughes, copyright © 1994, Random House, Inc.Artwork: property of Ohio Department of Education.

Selection 4: Emmaline’s PearlReprinted by permission of CRICKET magazine, April 1999, Vol. 26, No. 8, copyright © 1999 byRhiannon Puck.Artwork: property of Ohio Department of Education.

Selection 6: Ancient Fuels, Modern Problems“Ancient Fuels, Modern Problems,” from Global Warming: National Geographic Reading Expeditions byRebecca L. Johnson. Copyright © 2002 National Geographic Society.Used by permission of National Geographic Image Collection.Artwork: property of Ohio Department of Education.

The Ohio Department of Education does not discriminate on the basis of race, color, national

origin, sex, religion, age, or disability in employment or the provision of services.

2

ReadingRDirections:

Today you will be taking the Ohio Grade 5 Reading Achievement Test. This is a test

of how well you read and understand what you read. The test consists of six

reading selections followed by questions about each selection. Three different types

of questions appear on this test: multiple-choice, short-answer and extended-

response.

There are several important things to remember:

1. Read each selection carefully. You may look back at the reading selection as

often as necessary. You may underline, write in the margins or mark parts of

any selection.

2. Read each question carefully. Think about what is being asked and what you

read. You may go back and look at the selection to help you answer the

question. Then choose or write the answer that you think is best.

3. When you write your answers, you will be writing them in your Answer

Document using a pencil. Write them neatly and clearly in the space

provided. You may write your answers in English or in Spanish.

4. When you answer a multiple-choice question, make sure you fill in the circle

in your Answer Document next to the number of the question you are

answering. Mark only one answer.

5. If you do not know the answer to a question, skip it and go on. If you have

time, go back to the questions you skipped and answer them before you hand

in your test materials.

6. If you finish the test early, check over your work. When you are finished and

your test materials have been collected, you may take out your silent work.

3

Lectura

Instrucciones:

Hoy vas a tomar la Prueba de Competencia de Lectura para Quinto Grado de Ohio(Ohio Grade 5 Reading Achievement Test). Esta es una prueba para determinarcuán bien lees y cuán bien entiendes lo que lees. La prueba consiste en seispasajes de lectura seguidos por preguntas sobre cada pasaje. En la pruebaaparecen tres clases de preguntas: de opción múltiple, respuesta corta y respuestalarga.

Hay varias cosas importantes que debes recordar:

1. Lee cada pasaje con cuidado. Puedes volver a mirar el pasaje de lecturatantas veces como sea necesario. Puedes subrayar, escribir en los márgeneso marcar partes de cualquier pasaje de lectura.

2. Lee cada pregunta con cuidado. Piensa en lo que se te está preguntando yen lo que leíste. Puedes volver a mirar el pasaje de lectura para que teayude a contestar la pregunta. Una vez que hayas hecho esto, elige oescribe la respuesta que creas que sea la mejor.

3. Cuando escribas tus respuestas, lo harás en tu Documento de respuestas(Answer Document) usando un lápiz. Escríbelas cuidadosa y claramente enel espacio que se provee. Puedes escribir tus respuestas en inglés o enespañol.

4. Cuando contestas una pregunta de opción múltiple, asegúrate de rellenar elcírculo, en tu Documento de respuestas, que está al lado del número de lapregunta que estás contestando. Marca sólo una respuesta.

5. Si no sabes la respuesta a una pregunta, sáltala y continúa. Si tienes tiempo,vuelve a las preguntas que saltaste y contéstalas antes de entregar tusmateriales de la prueba.

6. Si terminas la prueba temprano, revisa el trabajo que has hecho. Una vezque hayas terminado y hayas entregado tus materiales de la prueba, puedestrabajar en otra cosa en silencio.

L

4

ReadingR

This page is left blank on purpose.Esta página se ha dejado en blanco a propósito.

Directions: Read the selection.

Instrucciones: Lee el siguiente pasaje de lectura.

Independence Dayby Laura Ingalls Wilder

Father was a little way down the street, talking to Mr. Paddock, the wagon-maker.

Almanzo walked slowly toward them. The nearer he got to Father, the more he dreaded

asking for a nickel. He was sure Father would not give it to him.

He waited till Father stopped talking and looked at him.

“What is it, son?” Father asked.

Almanzo was scared.

“Father,” Almanzo said, “would you—would you give me—a nickel?”

He stood there while Father and Mr. Paddock looked at him, and he wished he

could get away. Finally Father asked:

“What for?”

Pasa a la siguiente página5

Lectura L

Almanzo looked down at his moccasins and muttered:

“Frank had a nickel. He bought pink lemonade.”

Father looked at him a long time. Then he took out his wallet and opened it, and

slowly he took out a round, big silver half-dollar. He asked:

“Almanzo, do you know what this is?”

“Half a dollar,” Almanzo answered.

“Yes. But do you know what half a dollar is?”

Almanzo didn’t know it was anything but half a dollar.

“It’s work, son,” Father said. “That’s what money is; it’s hard work.”

Mr. Paddock chuckled. “The boy’s too young, Wilder,” he said. “You can’t make a

youngster understand that.”

“Almanzo’s smarter than you think,” said Father.

Almanzo didn’t understand at all. But Father had said that Almanzo was smart, so

Almanzo tried to look like a smart boy. Father asked:

“You know how to raise potatoes, Almanzo?”

“Yes,” Almanzo said.

“Say you have a seed potato in the spring, what do you do with it?”

“You cut it up,” Almanzo said.

“Go on, son.”

“Then you harrow—first you manure the field, and plow it. Then you harrow, and

mark the ground. And plant the potatoes, and plow them.”

“That’s right, son. And then?”

6

ReadingR


Lectura L“Then you dig them and put them down cellar.”

“Yes. Then you pick them over all winter; you throw out all the little ones and the

rotten ones. Come spring, you sell them. And if you get a good price son, how much do

you get to show for all that work? How much do you get for half a bushel of potatoes?”

“Half a dollar,” Almanzo said.

“Yes,” said Father. “That’s what’s in this half-dollar, Almanzo. The work that raised

half a bushel of potatoes is in it.”

Almanzo looked at the round piece of money that Father held up. It looked small,

compared with all that work.

“You can have it, Almanzo,” Father said. Almanzo could hardly believe his ears.

Father gave him the heavy half-dollar.

“It’s yours,” said Father. “You could buy a pig with it, if you want to. You could raise it,

and it would raise a litter of pigs, worth four, five dollars apiece. Or you can trade that half

dollar for lemonade, and drink it up. You do as you want, it’s your money.”

Almanzo forgot to say thank you. He held the half-dollar a minute, then he put his

hand in his pocket and went back to the boys by the lemonade-stand.

Frank asked Almanzo:

“Where’s the nickel?”

“He didn’t give me a nickel,” said Almanzo, and Frank yelled:

“Yah, yah! I told you he wouldn’t. I told you so!”

“He gave me half a dollar,” said Almanzo.

8

R Reading

The boys wouldn’t believe it till he showed them. Then they crowded around, waiting

for him to spend it. He showed it to them all, and put it back in his pocket.

“I’m going to look around,” he said, “and buy me a good little pig.”

Directions: Use the selection to answer questions 1 – 7.

1. What is Almanzo doing before he comes to talk to his father?

A. talking with Frank and the other boys

B. drinking lemonade with Frank

C. listening to his father and Mr. Paddock

D. trying to find a small pig to buy

bushel — a measure of dry material

cellar — a room below ground, a basement

harrow — to smooth or break up soil

manure — to apply a material that fertilizes land

seed potato — a potato with buds from which new

potatoes grow

Word Bank


Lectura LThe boys wouldn’t believe it till he showed them. Then they crowded around, waiting

for him to spend it. He showed it to them all, and put it back in his pocket.

“I’m going to look around,” he said, “and buy me a good little pig.”

Instrucciones: Usa el pasaje de lectura para contestar las preguntas 1 – 7.

1. ¿Qué estaba haciendo Almanzo antes de ir a hablar con su padre?

A. hablando con Frank y los otros niños

B. tomando limonada con Frank

C. escuchando a su padre y al Sr. Paddock

D. tratando de encontrar un cerdo pequeño para comprarlo

bushel — a measure of dry material

cellar — a room below ground, a basement

harrow — to smooth or break up soil

manure — to apply a material that fertilizes land

seed potato — a potato with buds from which new

potatoes grow

Word Bank

10

ReadingR2. “The nearer he got to Father, the more he dreaded asking for a nickel. He was

sure Father would not give it to him.”

What does dreaded mean in these sentences?

A. feared

B. questioned

C. avoided

D. debated

3. Write your answer in the Answer Document.

Why does Father give Almanzo the half-dollar? Write one detail or example from

the selection that supports your answer.

4. How does Frank respond when Almanzo says he did not get a nickel from his

father?

A. He goes and talks to Almanzo’s father.

B. He smiles and brings Almanzo lemonade.

C. He laughs and makes fun of Almanzo.

D. He drinks lemonade in front of Almanzo.


Lectura L2. “The nearer he got to Father, the more he dreaded asking for a nickel. He was

sure Father would not give it to him.”

¿Qué quiere decir dreaded en estas oraciones?

A. feared

B. questioned

C. avoided

D. debated

3. Escribe tu respuesta en el Documento de respuestas.

¿Por qué Papá le da a Almanzo la moneda de cincuenta centavos? Escribe un

detalle o ejemplo del pasaje de lectura que apoya tu respuesta.

4. ¿Cómo reacciona Frank cuando Almanzo dice que su padre no le dio una moneda

de cinco centavos?

A. Va y habla con el padre de Almanzo.

B. Se sonríe y trae limonada para Almanzo.

C. Se ríe y se burla de Almanzo.

D. Bebe limonada delante de Almanzo.

12

ReadingR5. Who is the speaker in this selection?

A. Almanzo

B. a narrator

C. Mr. Paddock

D. Frank

6. “ ‘I’m going to look around,’ he said, ‘and buy me a good little pig.’ ”

Give two reasons Almanzo says this at the end of the selection. Write your answer

in the Answer Document.

7. What is the theme of this selection?

A. Raising potatoes is hard work.

B. Money represents hard work.

C. Asking a parent for money can be scary.

D. Children are often smarter than adults think.


Lectura L5. ¿Quién es el que relata el cuento en este pasaje de lectura?

A. Almanzo

B. un narrador

C. el Sr. Paddock

D. Frank

6. “ ‘I’m going to look around,’ he said, ‘and buy me a good little pig.’ ”

Da dos razones por las que Almanzo dice esto al final del pasaje de lectura.

Escribe tu respuesta en el Documento de respuestas.

7. ¿Cuál es el tema de este pasaje de lectura?

A. Es difícil cultivar papas.

B. El dinero representa trabajo duro.

C. Puede dar miedo pedir dinero a los padres.

D. A menudo los niños son más inteligentes de lo que los adultos creen.

14

ReadingRDirections: Read the selection.


Amber: The Forty-Million-Year-Old Trapby Marjorie Jackson

Forty million years ago, when the earth was much wetter and warmer, huge forests

with many kinds of trees thrived in the far north. Out of some of these trees, stretching as

tall as ten-story buildings, oozed a sticky resin. Mosquitoes buzzed through the forests,

grasshoppers and crickets leaped, and ants and spiders scurried by the trees in search of

food. If they carelessly let a leg or wing touch the resin—zap!—they were stuck.

Millions of years passed, and the climate of the earth altered dramatically. The

northlands turned cold and icy. The giant trees fell, buried under the salt water that now

covered the land. Far beneath the water, the globs of resin slowly changed, hardening into

solid, glowing pieces of amber.

Still millions of years later, storms at sea broke the amber free and tossed it onto

beaches for early cave dwellers to find. The cave dwellers wondered if the strange golden

stone, warm to the touch, could be solid sunlight. Using flint and bone tools, they carved

pieces of amber into the shapes of animals or the sun and wore them on cords around

their necks for protection.


Lectura LFor hundreds of years, people used amber in jewelry or to decorate warriors’

weapons; some soldiers braided amber beads in their horses’ manes to ensure success in

battle. Amber was also ground fine and mixed with honey, oil of roses, and crabs’ eyes or

claws for use as medicine. Amber mixtures were believed to cure earaches, headaches,

and any number of diseases. Even wearing buttons or beads carved from amber was

thought to keep a person well.

In the early 1700s, King Frederick I of Prussia had an entire room built from

100,000 pieces of amber of many colors—yellow, orange, red, brown, and even blue and

green—all fitted together like a giant jigsaw puzzle. When the sun shone through the

windows, nobles said, they felt as if they were standing inside a jewel box. The room was

used and admired for more than 200 years, but in the 1940s, during World War II, it was

taken apart and loaded into boxes for storage in a safer place. The boxes were somehow

lost, and where the amber room is today remains a mystery.

Some of the oldest pieces of amber are mined in Appalachia, in the eastern United

States. The Baltic seacoast also has large deposits. But the Dominican Republic, in the

Caribbean, yields the most pieces with insects, leaves, feathers, and other remains of life.

Some pieces of amber have air bubbles inside that keep the light from passing

through, making it look cloudy, but many others are clear like glass. The pieces of amber

with inclusions of early life or gas bubbles are the most valuable to scientists. They hold

clues about the earth’s ecology millions of years ago and enable scientists to compare

early life forms with today’s. More than a thousand kinds of insects have been found

preserved in amber, from prehistoric flies that proved to be the ancestors of our houseflies

to a 140-million-year-old weevil that lived at the time of the dinosaurs. Whole flights of

insects were sometimes trapped in one glob of resin; one two-inch piece of amber has

2,000 ants in it! Although most of the preserved insects are now extinct, their

descendants may still survive, sometimes in new places. A termite found in Mexican

amber now lives only in Australia.

16

ReadingRMany natural history museums have pieces of amber on display. Look for them

during your next visit. These golden traps, 40 or more millions of years old, are the closest

thing we have to snapshots of our ancient past.


8. Which statement summarizes the main idea of the selection?

A. Amber can be made into beautiful jewelry for people to admire.

B. Many things can be learned about our ancient past by studying amber.

C. The earth has changed in many ways over millions of years.

D. It is important to keep pieces of amber in museums.

climate — the usual weather conditions in a particular region

descendants — people or animals coming directly from an

earlier, usually similar, type or individual

ecology — environment or habitat

nobles — people of high rank or birth

resin — a sap-like substance that some trees make to protect

themselves when cut

Word Bank


Lectura LMany natural history museums have pieces of amber on display. Look for them

during your next visit. These golden traps, 40 or more millions of years old, are the closest

thing we have to snapshots of our ancient past.


8. ¿Cuál enunciado resume la idea principal del pasaje de lectura?

A. Se puede hacer joyas bonitas con ámbar para que las personas las

admiren.

B. Se puede aprender muchas cosas sobre nuestro pasado antiguo

estudiando el ámbar.

C. La Tierra ha cambiado de muchas maneras durante millones de años.

D. Es importante tener piezas de ámbar en los museos.

climate — the usual weather conditions in a particular region

descendants — people or animals coming directly from an

earlier, usually similar, type or individual

ecology — environment or habitat

nobles — people of high rank or birth

resin — a sap-like substance that some trees make to protect

themselves when cut

Word Bank

18

R Reading

9. “Forty million years ago, when the earth was much wetter and warmer,

huge forests with many kinds of trees thrived in the far north.”

What does the word thrived mean in the sentence?

A. became shorter

B. died quickly

C. grew well

D. burned down

10. Use the selection to summarize how people used amber. Write your answer in the

Answer Document.

11. What caused amber to form?

A. Resin was mixed together with honey and oil.

B. The climate of the earth became warmer.

C. Giant trees were buried under saltwater.

D. Air bubbles hardened into clear glass.


Lectura L9. “Forty million years ago, when the earth was much wetter and warmer,

huge forests with many kinds of trees thrived in the far north.”

¿Qué quiere decir thrived en la oración?

A. became shorter

B. died quickly

C. grew well

D. burned down

10. Usa el pasaje de lectura para resumir cómo usaban el ámbar las personas.

Escribe tu respuesta en el Documento de respuestas.

11. ¿Qué hizo que se formara el ámbar?

A. La resina se mezcló con miel y aceite.

B. El clima de la Tierra se volvió más cálido.

C. Se sepultaron árboles gigantes bajo agua salada.

D. Las burbujas de aire se endurecieron para formar vidrio transparente.

20

ReadingR12. How did insects get captured in amber?

A. The insects touched the resin.

B. The insects searched for food.

C. The insects were buried under water.

D. The insects oozed a sticky resin.

13. What did early cave dwellers think amber might be?

A. buried trees

B. preserved insects

C. solid sunlight

D. sticky resin

14. What type of amber is most valuable to scientists? Why? Write your answer in the

Answer Document.


Lectura L12. ¿Cómo quedaron capturados los insectos en el ámbar?

A. Los insectos tocaron la resina.

B. Los insectos buscaban alimentos.

C. Los insectos fueron sepultados bajo agua.

D. Los insectos secretaron una resina pegajosa.

13. ¿Qué creían los primeros cavernícolas que podía ser el ámbar?

A. árboles sepultados

B. insectos preservados

C. luz solar sólida

D. resina pegajosa

14. ¿Qué tipo de ámbar es más valioso para los científicos? ¿Por qué? Escribe tu

respuesta en el Documento de respuestas.

22

R15. “Millions of years passed, and the climate of the earth altered dramatically. The

northlands turned cold and icy.”

What does altered mean in the sentence?

A. jumped

B. raised

C. stopped

D. changed

16. Why do scientists study insects trapped in amber?

A. to find out if the insects are alive

B. to find out where amber is hidden

C. to learn about the earth’s past

D. to learn how amber cures illnesses

Reading


Lectura L15. “Millions of years passed, and the climate of the earth altered dramatically. The

northlands turned cold and icy.”

¿Qué quiere decir la palabra altered en la oración?

A. jumped

B. raised

C. stopped

D. changed

16. ¿Por qué los científicos estudian los insectos que están atrapados en el ámbar?

A. para determinar si los insectos están vivos

B. para determinar dónde se esconde el ámbar

C. para obtener información sobre el pasado de la Tierra

D. para determinar cómo cura el ámbar las enfermedades

Pasa a la siguiente página

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ReadingR


Lectura LDirections: Read the selection.


In Time of Silver Rainby Langston Hughes

In time of silver rain

The earth

Puts forth new life again,

Green grasses grow

And flowers lift their heads,

And over all the plain

The wonder spreads

Of life,

Of life,

Of life!


The butterflies

Lift silken wings

To catch a rainbow cry,

And trees put forth

New leaves to sing

In joy beneath the sky

As down the roadway

Passing boys and girls

Go singing, too,


When spring

And life

Are new.

26

ReadingRDirections: Use the selection to answer questions 17 – 21.

17. What is the mood of the poem?

A. happy

B. anxious

C. hostile

D. amusing

18. How does the poet feel about the subject of the poem?

A. He wishes it would not rain so much.

B. He does not like the boys’ and girls’ singing.

C. He likes the way the rain makes things silky.

D. He feels happy that spring has arrived.

19. “And flowers lift their heads,”

What activity is the poet describing?

A. flowers looking at the sky

B. flowers waking up

C. flowers blooming

D. flowers wilting


Lectura LInstrucciones: Usa el pasaje de lectura para contestar las preguntas 17 – 21.

17. ¿Cuál es el tono del poema?

A. alegre

B. ansioso

C. hostil

D. divertido

18. ¿Qué siente el poeta sobre el tema del poema?

A. Él quisiera que no lloviera tanto.

B. No le gusta cómo cantan los niños y las niñas.

C. Le gusta cómo la lluvia hace que las cosas luzcan sedosas.

D. Se siente contento de que haya llegado la primavera.

19. “And flowers lift their heads,”

¿Cuál actividad describe el poeta?

A. flores que apuntan hacia el cielo

B. flores que se despiertan

C. flores que florecen

D. flores que se marchitan

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R Reading

20. What do the passing boys and girls share with the trees?

A. They are singing.

B. They are passing down the roadway.

C. They are new.

D. They are catching rainbows.

21. In the poem, the earth and trees “put forth.” What does the poet mean by that

phrase?

A. have

B. forgive

C. want

D. produce


Lectura L20. ¿Qué tienen en común con los árboles los niños y las niñas que pasan?

A. Están cantando.

B. Pasan por la calle.

C. Son nuevos.

D. Están atrapando arcos iris.

21. En el poema, la tierra y los árboles “put forth.” ¿Qué quiere decir el poeta con esa

frase?

A. have

B. forgive

C. want

D. produce

30

ReadingR

Pasa a la siguiente página


Lectura LDirections: Read the selection.


Emmaline’s Pearlby Rhiannon Puck

It was as big as a pea, and when Julia looked at it long enough, it was like looking

at the full moon on a clear night. The more she looked, the more Emmaline’s pearl seemed

to be made of liquid swirling inside a tiny crystal ball. It rested in the center of an old-

fashioned silver ring finely etched with ivy and spiraling acanthus leaves.

There was nothing in the world that she wished to have more than Emmaline’s

pearl. And though Emmaline had promised to give it to her one day, that day seemed a

hundred years away.

Julia and her mother visited Emmaline often, because Emmaline was her mother’s

godmother and the two were “close as nine is to ten,” as Gammy Em liked to tell everyone

with a smile.

When they visited Emmaline, they always sat in her sunroom and had tea, while

Emmaline talked. But after a while, Julia always had to ask, “Can I see the pearl, Gammy

Em?”

32

RJulia’s mother always shook her head, but on every visit Emmaline consented.

“Here’s the key,” she would say, retrieving a small brass key from her pocket. “You know

where it is. Bring it downstairs, dear.”

And Julia would take the key upstairs, unlock the armoire drawer where Emmaline’s

pearl was kept, and run back down the steps with the velvet box in her hand. Just holding

it felt special. When Emmaline opened the box, she always looked at the ring quietly for a

moment before handing it to Julia. “Go on, then,” she whispered. “Try it on.”

Carefully, slowly, Julia plucked Emmaline’s pearl from its satiny slot and slipped it

onto her finger. Instantly, she felt different, as if the pearl had some kind of magic power.

“It’s a shame your mother won’t let you take it,” Emmaline said. “But I understand.”

Julia’s mother reached for Emmaline’s hand. “Julia doesn’t need it, Em. She has

you.” That was what her mother always said.

Later, when they were home, Julia asked her mother why she never let her take the

ring. Her mother smiled and shrugged. “Sometimes, wishing for something is more fun

than having it,” she said.

But that didn’t make any sense to Julia. “Why?” she asked.

Her mother was thoughtful for a moment, then replied, “People always want what

they don’t have, but when they get it, it’s never what they expect.”

A few weeks later, Emmaline had to go to the hospital to have some surgery, and

Julia’s mother was frantic. The day before the surgery, Julia and her mother went to

Emmaline’s to help her pack and get things organized. There was no tea served in the

sunroom that day, but something incredible happened. Emmaline gave Julia the ring.

“I know you love it, dear,” Emmaline told her, “and it’s time for you to have it.”

“I’ll wear it forever, Gammy Em!”

“I know you want to,” Emmaline replied quietly.

Reading


Lectura LThat night was the first time Julia had ever worried about anything she owned. She

was afraid to take the ring off because it could slip down the drain or disappear into the

heating vent.

The school bus was another unexpected problem. At first, Julia was proud of

wearing Emmaline’s pearl, but she soon felt uncomfortable. One girl asked to borrow it,

and another said it wasn’t real and would turn Julia’s finger all green by the end of the day.

Julia tucked her hand in her jacket pocket and decided they were just jealous. But her best

friends behaved the same way once she got to school.

Carrie accused her of being stuck-up when she saw the ring on Julia’s finger.

Miriam kept asking to try it on, but after a few times, Julia had to say, “If I keep taking it off,

it’ll get lost!”

Emmaline’s pearl was a problem in her classes, too. In art class, Julia had to fake a

stomachache so that she wouldn’t get the ring all full of clay. She could have taken it off

and slipped it in her pocket, but she was afraid she might lose it. In gym class, she

pretended to have a headache, since there was no way to climb the parallel bars or use

the monkey rings with Emmaline’s pearl on her finger.

On the way home on the bus, she kept her hand deep in her pocket so no one

would see the ring and tease her about it. When she got home, she was exhausted.

“What in the world happened today?” her mother asked when Julia came in and

plopped down on the sofa.

“What good is having the ring if wearing it isn’t any fun?” Julia complained.

Late that afternoon, they went to visit Emmaline at the hospital. “They said I can go

home tonight!” Emmaline exclaimed as Julia and her mother came into the room.

“Since you’re all right now, can I give the ring back?” Julia asked.

Emmaline looked at her steadily. “But I thought you wanted it more than anything,”

she said.

34

ReadingRJulia shrugged. “I guess I changed my mind,” she answered, slipping Emmaline’s

pearl from her finger. “All I really wanted was to be special,” she confessed.

“But you are, dear!” Emmaline said as she took the ring and put it on. “And always

have been. Now, let’s go home and have some tea!”


22. In the beginning of the story, what is the main problem that Julia thinks she faces?

A. how to persuade her mother to let her have the ring

B. how to get Emmaline to show her where the ring is kept

C. how to wear the ring to school without losing it

D. how to get her friends to like her again

acanthus — a type of herb or small shrub used in a design

pattern

armoire — a large, often showy, cabinet or wardrobe

etched — pressed into or imprinted with

godmother — close family friend who is like or is a relative

Word Bank


Lectura LJulia shrugged. “I guess I changed my mind,” she answered, slipping Emmaline’s

pearl from her finger. “All I really wanted was to be special,” she confessed.

“But you are, dear!” Emmaline said as she took the ring and put it on. “And always

have been. Now, let’s go home and have some tea!”


22. Al comienzo de la historia, ¿cuál es el problema principal que Julia cree queenfrenta?

A. cómo persuadir a su madre de que la deje tener el anillo

B. cómo hacer que Emmaline le muestre dónde guarda el anillo

C. cómo llevar puesto el anillo a la escuela y no perderlo

D. cómo hacer para que sus amigas vuelvan a apreciarla

acanthus — a type of herb or small shrub used in a design

pattern

armoire — a large, often showy, cabinet or wardrobe

etched — pressed into or imprinted with

godmother — close family friend who is like or is a relative

Word Bank

36

ReadingR23. “It was as big as a pea.”

What figure of speech does the author use in this sentence?

A. metaphor

B. simile

C. idiom

D. personification


How does Emmaline feel about Julia getting the ring? Provide at least three

examples from the selection that support your answer.

25. What does Julia think having the ring means?

A. She will get more gifts.

B. She is growing up.

C. She is very special.

D. She will have more friends.


Lectura L23. “It was as big as a pea.”

¿Cuál figura retórica usa el autor en esta oración?

A. metáfora (metaphor)

B. símil (simile)

C. modismo (idiom)

D. personificación (personification)


¿Qué piensa Emmaline de que Julia tenga el anillo? Da por lo menos tres

ejemplos del pasaje de lectura que apoyen tu respuesta.

25. ¿Cuál cree Julia que es el significado de tener el anillo?

A. Ella recibirá más regalos.

B. Ella está creciendo.

C. Ella es muy especial.

D. Ella tendrá más amigas.

38

R Reading

26. What is Julia most likely to say if Emmaline offers to let her wear the ring to school

again?

A. “No, thank you. Wearing the ring to school was not what I expected.”

B. “No, thank you. I really don’t like the ring very much anymore.”

C. “Thank you. This time, I’m going to let Carrie try the ring on.”

D. “Thank you. This time I’ll keep the ring in my coat pocket.”


How do Julia’s feelings about the ring change from the beginning of the selection to

the end? Explain your answer.

28. “ ‘Here’s the key,’ she would say, retrieving a small brass key from her pocket.”

What is a synonym for the word retrieving?

A. getting

B. turning

C. locking

D. polishing


Lectura L26. ¿Qué es más probable que diga Julia si Emmaline le vuelve a ofrecer el anillo para

que lo lleve puesto a la escuela?

A. “No, gracias. Llevar puesto el anillo a la escuela no resultó como yo

esperaba”.

B. “No, gracias. En realidad ya no me gusta tanto el anillo”.

C. “Gracias. Esta vez, voy a dejar que Carrie se pruebe el anillo”.

D. “Gracias. Esta vez guardaré el anillo en el bolsillo de mi abrigo”.


¿Cómo cambian los sentimientos de Julia sobre el anillo del comienzo del pasaje

de lectura al final del mismo? Explica tu respuesta.

28. “ ‘Here’s the key,’ she would say, retrieving a small brass key from her pocket.”

¿Cuál es un sinónimo de la palabra retrieving?

A. getting

B. turning

C. locking

D. polishing

40

ReadingR29. How does Julia feel when she wears the ring to school?

A. She worries that she cannot enjoy the ring while Emmaline is sick.

B. She worries that she might have to give the ring back.

C. She worries that the ring will turn her finger all green.

D. She worries that she might lose the ring.

30. “The school bus was another unexpected problem.”

How does the prefix un- change the meaning of the word expected?

A. The prefix un- changes the meaning to not expected.

B. The prefix un- changes the meaning to expected again.

C. The prefix un- changes the meaning to expected before.

D. The prefix un- changes the meaning to over expected.


Lectura L29. ¿Cómo se siente Julia cuando lleva puesto el anillo a la escuela?

A. Le preocupa no poder disfrutar del anillo mientras Emmaline está

enferma.

B. Le preocupa que podría tener que devolver el anillo.

C. Le preocupa que el anillo le ponga verde el dedo.

D. Le preocupa que vaya a perder el anillo.

30. “The school bus was another unexpected problem.”

¿Cómo cambia el prefijo un- el significado de la palabra expected ?

A. El prefijo un- cambia el significado a not expected.

B. El prefijo un- cambia el significado a expected again.

C. El prefijo un- cambia el significado a expected before.

D. El prefijo un- cambia el significado a over expected.

42

ReadingR

On the March 2005 Grade 5 Reading Achievement Test, items 31-36 andthe associated passage are field-test items, which are not released.


Lectura L

En la Evaluación de Rendimiento de Lectura de Quinto Grado,

lectura relacionado con ellas son de prueba de campo, lo cual significaque no son material público.

administrada en marzo del 2005, las preguntas 31 a la 36 y el pasaje de

50

ReadingRDirections: Read the selection.


Ancient Fuels, Modern Problemsby Rebecca L. Johnson

Fossil fuels power our modern way of life. Coal-burning power plants produce

much of the world’s electricity. Cars and trucks burn gasoline and diesel fuel, which are

made from oil. Natural gas heats many homes and offices, and electricity runs air

conditioners that cool them.

Although fossil fuels can be very useful, burning fossil fuels adds billions of tons of

carbon dioxide to the air each year. To slow down global warming, some people say we

need to quickly reduce our use of these fuels. Other people think that reducing our use of

fossil fuels would be a mistake.

Worldwide, some countries burn a lot more fossil fuel than others do. The high-

demand energy users release large amounts of carbon dioxide into the world’s

atmosphere. The United States, for example, pumps out roughly one-fourth of the world’s

carbon dioxide emissions.


Lectura LTo Burn or Not to Burn

Most people agree that burning fossil fuels affects global warming and that global

warming will affect Earth’s climate. But what do we do about it? People

have very different opinions. Some people think that the world should take a big step

toward slowing global warming. How? By reducing the amount of carbon dioxide released

into the atmosphere. They suggest several ways to do this.

One way is to conserve energy. If we burn less fossil fuel, we’ll produce less carbon

dioxide. A second way is to put special devices into power-plant smokestacks and car and

truck exhaust systems. These devices capture more carbon dioxide before it is released

into the air. A third way is to focus on developing renewable energy sources, such as

solar energy and wind energy, that could replace fossil fuels and wouldn’t add carbon

dioxide to the air.

When should we take these actions? “Right now!” say people who want to reduce

fossil fuel use. Even though questions remain about the effects of global warming, they say

that it’s better to act quickly before things get out of control.

Not everyone agrees, however. Those who oppose limiting our fossil fuel use argue

that fossil fuels are plentiful and relatively cheap. Reducing the use of fossil fuels would

cause unnecessary hardships. They say that fitting power plants and vehicles with carbon

dioxide-trapping devices will drive up the cost of electricity and transportation. It also will

cost hundreds of billions of dollars to develop renewable energy sources that can truly

replace fossil fuels. Who will pay for all these changes?

Some people who are against reducing fossil fuels also point out that global

warming has been slow to happen. Why be hasty in making big, expensive changes?

Scientists still can’t say without a doubt what will happen as the world warms. Shouldn’t we

wait to take action until scientists know for sure, they ask?

Dramatic changes due to global warming may or may not be part of our future.

While there’s evidence that global warming is affecting our world, there are still many

questions about how extreme those effects could be. Many questions also remain about

what we should do about global warming. Should we reduce the amount of carbon dioxide

52

ReadingRin the air as quickly as possible? Or will cutting back on fossil fuel use be too costly?

Scientists continue to search for answers to these questions. In the meantime, the debate

surrounding global warming keeps heating up!


37. How does the author describe global warming?

A. a way to reduce fossil fuels

B. a way to trap carbon dioxide

C. a problem with different possible solutions

D. a problem with a single possible solution

carbon dioxide (KAR-buhn die-AHK-side) — a heat-trapping

(greenhouse) gas in the atmosphere produced by living things

and by burning

fossil fuels — fuels, such as coal, oil or natural gas, that are

formed from the remains of ancient plants and animals

global warming — an increase in the Earth’s average surface

temperature

renewable energy sources — sources of energy, such as

solar or wind energy, that do not get used up

Word Bank


Lectura Lin the air as quickly as possible? Or will cutting back on fossil fuel use be too costly?

Scientists continue to search for answers to these questions. In the meantime, the debate

surrounding global warming keeps heating up!


37. ¿Cómo describe la autora el calentamiento global?

A. una manera de reducir los combustibles fósiles

B. una manera de atrapar dióxido de carbono

C. un problema con distintas soluciones posibles

D. un problema con una sola solución posible

carbon dioxide (KAR-buhn die-AHK-side) — a heat-trapping

(greenhouse) gas in the atmosphere produced by living things

and by burning

fossil fuels — fuels, such as coal, oil or natural gas, that are

formed from the remains of ancient plants and animals

global warming — an increase in the Earth’s average surface

temperature

renewable energy sources — sources of energy, such as

solar or wind energy, that do not get used up

Word Bank

54

ReadingR38. In the Answer Document, complete the chart with an advantage and a

disadvantage of using fossil fuels.

39. “One way is to conserve energy. If we burn less fossil fuel, we’ll produce less

carbon dioxide.”

What is a synonym for conserve?

A. save

B. ignore

C. waste

D. increase

40. According to the selection, what might happen if we put devices in power plants

and vehicles to reduce carbon dioxide?

A. Transportation costs will rise.

B. People will use wind energy.

C. Global warming will increase.

D. People will burn less fossil fuel.


Lectura L38. En el Documento de respuestas, completa la tabla con una ventaja y una

desventaja del uso de combustibles fósiles.

39. “One way is to conserve energy. If we burn less fossil fuel, we’ll produce less

carbon dioxide.”

¿Cuál es un sinónimo de conserve?

A. save

B. ignore

C. waste

D. increase

40. Según el pasaje de lectura, ¿qué podría pasar si ponemos dispositivos que

reduzcan el dióxido de carbono en las plantas de energía y los vehículos?

A. Aumentarán los costos del transporte.

B. Las personas usarán energía eólica (del viento).

C. Aumentará el calentamiento global.

D. Las personas quemarán menos combustible fósil.

56

ReadingR41. Use the selection to provide two reasons some people oppose limiting our use of

fossil fuel. Write your answer in the Answer Document.

42. Why are solar energy and wind energy suggested as substitutions for fossil fuels?

A. They are low-cost sources of carbon dioxide.

B. They will increase the use of fossil fuel and heat homes.

C. They are renewable and do not produce carbon dioxide.

D. They are favored by both sides of the global-warming issue.

43. Which statement is an opinion?

A. The world should take a big step toward slowing global warming.

B. The gasoline and diesel fuel burned by cars and trucks is made from oil.

C. Coal-burning power plants produce a great deal of electricity.

D. If we burn less fossil fuel, less carbon dioxide will be produced.

57

Lectura L41. Usa el pasaje de lectura para dar dos razones por las que algunas personas se

oponen a limitar nuestro uso de combustibles fósiles. Escribe tu respuesta en el

Documento de respuestas.

42. ¿Por qué se sugieren la energía solar y la energía eólica (del viento) como

sustitutos de los combustibles fósiles?

A. Son fuentes de bajo costo de dióxido de carbono.

B. Aumentarán el uso de los combustibles fósiles y calentarán las casas.

C. Son renovables y no producen dióxido de carbono.

D. Son favorecidas por ambas partes del problema del calentamiento global.

43. ¿Cuál enunciado es una opinión?

A. El mundo debería dar un gran paso para disminuir el calentamiento

global.

B. La gasolina y el gasóleo (diesel ) que queman los automóviles y camiones

están hechos de petróleo.

C. Las plantas de energía que queman carbón producen una gran cantidad

de electricidad.

D. Si quemamos menos combustibles fósiles, se producirá menos dióxido de

carbono.

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