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Worksheets5th Grade GMAS Reading Review
Total questions: 50
Worksheet time: 4hrs 2mins
Which sentence shows the correct way to write the title of a book?
Because of Winn-Dixie
BECAUSE OF WINN-DIXIE
"Because of Winn-Dixie"
Because of Winn-Dixie
Which word or phrase should be used at the beginning of sentence 4?
For example,
In several cases,
However,
Certainly,
Which sentence does NOT help the author's purpose and should be removed?
sentence 3
sentence 5
sentence 7
sentence 9
Which sentence uses commas correctly?
“There goes your little sister Nathaniel,” I said .
“Yes it was me, I did phone you, last night .”
“Jason, you called last night, didn’t you?”
“No she is home sick today,” Nathaniel replied .
Which sentence BEST combines all the ideas into one clear statement?
Richard went to a museum . It was his first museum visit . He was amazed by the variety of items . He was also amazed by the quality of items .
The quality and variety of items at the museum amazed Richard during his first trip to a museum .
Having never visited a museum before, Richard was amazed by the variety and quality of the items .
Because he was impressed by the quality of items and their variety, Richard visited a museum
Both the quality and variety of items impressed Richard at the museum for his first visit .
What is the correct way to write the title of an article from a magazine?
“Five Ways to Improve Your Health”
Five Ways to Improve Your Health
Five Ways to Improve Your Health
Five Ways to Improve Your Health
A student is doing research on an inventor .
Read the information the student found in an online article .
In the 1940s, Marion Donovan was an inventor and young mother . She was dissatisfied with the cloth diapers that were available at the time . She eventually invented a semi-disposable diaper made from a washable nylon covering that could be filled with disposable paper . At the time she invented it, most businesspeople who made baby products were men . They often were not involved in child and baby care . They were not interested in her idea and thought that parents would not be interested in buying disposable diapers . Donovan began making the diapers herself . Initially, she sold the diapers at only one store in New York . The diapers were very popular, and the store sold out of them . Today, disposable diapers are common and most babies in the United States wear them .
Which sentences BEST summarize the information?
Although businessmen were not interested in her invention, Marion Donovan made a successfulsemi-disposable diaper that many people bought .
Although her idea was good, Marion Donovan had to try hard to convince some businessmen to sell the semi-disposable diaper she invented .
Marion Donovan invented a diaper that had a nylon covering and contained paper that could be thrown away .
Marion Donovan was a young mother and inventor whose unhappiness with cloth diapers led her to think about a different kind of diaper .
Read the paragraph from a student’s narrative .
1 Sarah carefully mixed the ingredients for cookies in a bowl . 2 Then she used her hands to
roll bits of cookie dough into small balls and placed them on a cookie sheet . 3 Sarah put the cookie sheet in the warm oven and set the timer for twelve minutes . 4 She waited anxiously as the cookies baked until the timer finally beeped . 5 Sarah put on her oven mitts and carefully removed the cookies from the oven . 6 The cookies smelled good .
Which sentence should replace sentence 6 to provide more sensory details?
Sarah closely examined the cookies and was happy with how they had turned out .
The sugary smell of the warm, soft cookies drifted into Sarah’s nose, making her mouth water .
The cookies looked like they were going to taste exactly how Sarah had remembered them tasting the last time .
Sarah lifted the cookies close to her face and took a deep breath to smell the dough that had now been cooked .
Mike is writing a note for a pet-sitter . Which information would be MOST helpful to add to the note?
why pet-sitting is an important job
the date he got each pet
reasons why pet ownership builds responsibility
the times of day the pets eat
Read the paragraph from a student’s letter.
Dear Mr. Jenkins,
For our next field trip, I think our class should visit one of the national parks in Georgia . Visiting a national park would give students the chance to participate in outdoor activities . Our class could arrange for a park ranger to give us a tour of the park so we can learn about history and the environment . We may also have the opportunity to observe wildlife in its natural environment . Best of all, the fees to visit national parks are usually very low . It will be less expensive and more fun for our class than any of the other field trips you are considering.
Sincerely,
Jesse Alvarez
Which detail should be added to the letter to BEST support the student’s opinion?
Each year, millions of people visit national parks across the United States mainly because of their natural beauty .
Each student could experience a new activity at the national park, such as learning how to fish, ride horses, or photograph nature .
National park rangers not only protect the park but also teach visitors about natural science and the environment .
If our class goes on a tour of the national park, students will need to be paired together to ensure that everyone stays safe .
Family of Potters
1 Today I am going with my friend Ella to visit her Grandmother Loreen. She is a Native American potter who lives in a pueblo in New Mexico.
2 Ella and her family are descendants of the Anasazi, who are known for their beautiful pottery. Making pottery is a tradition for Ella’s family that is handed down from generation to generation.
3 Grandmother Loreen greets us with warm tortillas when we arrive at her house. After we finish eating, we follow her outside, where Ella’s uncle is preparing a fire. He is burning some wood in a pit on the ground in order to fire Grandmother Loreen’s pottery.
4 Everyone in Ella’s family helps make the pottery. When Ella was a baby, her mother carried her on her back to collect the clay. Ella and her family go to nearby canyons and caves to search for clay. They dig it out in chunks and then soak it in water. Next, they lay the clay in slabs to dry in the sun so that it can be ground into powder. They must do this several times to remove the twigs and rocks. Sand and broken pieces of pottery are then added before grinding it down again. When the clay is finally ready, it’s mixed with water again and kneaded until smooth. Sometimes people use their feet to work the clay.
5 Grandmother Loreen uses the coil method when she creates her pottery. She shows me how she makes a seed pot. Seed pots are used to hold seeds that will be planted the following year. Ella and I help roll out coils of clay. They look like long snakes when we finish, and I make a small coil pot of my own. Ella shows me a pot she painted with a yucca brush. A yucca brush is a leaf from a yucca plant that grows like a tall bush. Grandmother Loreen chews on the end of the leaf to make it into a brush and then uses it to draw elaborate designs on pots. Ella and I try it too. I draw a small bird on my pot.
6 Grandmother Loreen makes many of her pots shiny by rubbing them with a stone. Some of her pots are decorated with colored rock that is ground down and mixed with spinach juice called guaco.
7 Outside, Ella’s uncle is getting ready to fire the pots. All of the wood has burned, and he smooths out the ashes. Ella and her mother show me how to put a layer of fuel on top of the ashes. Then we add some pieces of broken pottery. Grandmother Loreen carefully positions her pots between them. Another layer of fuel and pottery pieces is placed on top, and it looks like a dome. We stick newspapers and twigs into the base, and Ella’s uncle lights the fire. The flames shoot up into the sky. Ella says sometimes people can see the fire from miles away.
8 We stand outside and watch the fire to make sure it is burning right. By paying attention to the temperature, Grandmother Loreen is able to predict what color the pots will be when they’re done. Ella says that, even after the fire has gone out, we still must wait for the pots to cool.
9 The fire is still burning when it’s time for me to go home. Grandmother Loreen gives me one of her seed pots before I leave. She says next time I visit I can see the pots that I helped fire. I can’t wait to bring home my own coil pot too.
Explain how the author supports the theme that items found in nature can be useful. Use details from the story to support your answer. Type your answer in the space provided.
Family of Potters
1 Today I am going with my friend Ella to visit her Grandmother Loreen. She is a Native American potter who lives in a pueblo in New Mexico.
2 Ella and her family are descendants of the Anasazi, who are known for their beautiful pottery. Making pottery is a tradition for Ella’s family that is handed down from generation to generation.
3 Grandmother Loreen greets us with warm tortillas when we arrive at her house. After we finish eating, we follow her outside, where Ella’s uncle is preparing a fire. He is burning some wood in a pit on the ground in order to fire Grandmother Loreen’s pottery.
4 Everyone in Ella’s family helps make the pottery. When Ella was a baby, her mother carried her on her back to collect the clay. Ella and her family go to nearby canyons and caves to search for clay. They dig it out in chunks and then soak it in water. Next, they lay the clay in slabs to dry in the sun so that it can be ground into powder. They must do this several times to remove the twigs and rocks. Sand and broken pieces of pottery are then added before grinding it down again. When the clay is finally ready, it’s mixed with water again and kneaded until smooth. Sometimes people use their feet to work the clay.
5 Grandmother Loreen uses the coil method when she creates her pottery. She shows me how she makes a seed pot. Seed pots are used to hold seeds that will be planted the following year. Ella and I help roll out coils of clay. They look like long snakes when we finish, and I make a small coil pot of my own. Ella shows me a pot she painted with a yucca brush. A yucca brush is a leaf from a yucca plant that grows like a tall bush. Grandmother Loreen chews on the end of the leaf to make it into a brush and then uses it to draw elaborate designs on pots. Ella and I try it too. I draw a small bird on my pot.
6 Grandmother Loreen makes many of her pots shiny by rubbing them with a stone. Some of her pots are decorated with colored rock that is ground down and mixed with spinach juice called guaco.
7 Outside, Ella’s uncle is getting ready to fire the pots. All of the wood has burned, and he smooths out the ashes. Ella and her mother show me how to put a layer of fuel on top of the ashes. Then we add some pieces of broken pottery. Grandmother Loreen carefully positions her pots between them. Another layer of fuel and pottery pieces is placed on top, and it looks like a dome. We stick newspapers and twigs into the base, and Ella’s uncle lights the fire. The flames shoot up into the sky. Ella says sometimes people can see the fire from miles away.
8 We stand outside and watch the fire to make sure it is burning right. By paying attention to the temperature, Grandmother Loreen is able to predict what color the pots will be when they’re done. Ella says that, even after the fire has gone out, we still must wait for the pots to cool.
9 The fire is still burning when it’s time for me to go home. Grandmother Loreen gives me one of her seed pots before I leave. She says next time I visit I can see the pots that I helped fire. I can’t wait to bring home my own coil pot too.
Ella has invited you to visit her Grandmother Loreen again. You and Ella are excited to see the pots you made from your last visit and hope to help Grandmother Loreen make more pottery. Think about the process the Anasazi people use to make pottery. Write an original story about your second visit to see Grandmother Loreen. Use details from the story to help you develop details in your story. Type your answer in the space provided.
Animals and Us Animals and Us: An Interview with Elizabeth Marshall Thomas by Susan Buckley
1 This month, we are looking at the many ways human beings learn from other kinds of animals.Our consulting editor, Dr. Elizabeth Marshall Thomas, has written several books about animals she has known and studied. One book was a bestseller called The Hidden Life of Dogs. On a sunny afternoon, we sat down to talk with her.
2 How did you become interested in animals?
3 Dr. Thomas: I’ve been interested in animals ever since I can remember. Growing up, we had dogs and cats. We had a big Newfoundland dog that was like a nanny—she wouldn’t let us swim in the water! Although that was a pain, she was a sweet, dear creature. I loved her very much. And now I live with two dogs, four cats, and two birds.
4 Do you think that people study other animals differently from the way they study human beings?
5 Dr. Thomas: Some scientists study other animals with a different viewpoint than the way they study humans. They feel free to take blood samples and put radio collars on them. You can’t do that with people, because they’ll kick you out! So I thought I’d just study other animals and respect them the same as I do people.
6 What do you think people can learn from other animals?
7 Dr. Thomas: Each animal has its own set of problems to solve. I think we must learn respect for that. I think we can also learn the similarities between ourselves and other animals. For example,each kind of animal has its signals. If we learn each other’s signals, then we can learn to “speak dog”or to “speak cat.”8 What is the most important thing you’ve learned from animals?9 Dr. Thomas: Humans are animals. And we’re not that different from all the others. Every species sees itself as the most important one. Dogs treat other dogs differently than they treat other animals.And humans do the same. From “Animals and Us” by Susan Buckley, Apple seeds, October 1, 2007
How can we learn to “speak dog” or “speak cat”?
by learning the signals that animals use
by placing radio collars on animals
by taking blood samples from animals
by treating animals like they are human
Animals and Us Animals and Us: An Interview with Elizabeth Marshall Thomas by Susan Buckley
1 This month, we are looking at the many ways human beings learn from other kinds of animals.Our consulting editor, Dr. Elizabeth Marshall Thomas, has written several books about animals she
has known and studied. One book was a bestseller called The Hidden Life of Dogs. On a sunny
afternoon, we sat down to talk with her.
2 How did you become interested in animals?
3 Dr. Thomas: I’ve been interested in animals ever since I can remember. Growing up, we had
dogs and cats. We had a big Newfoundland dog that was like a nanny—she wouldn’t let us swim in
the water! Although that was a pain, she was a sweet, dear creature. I loved her very much. And now I
live with two dogs, four cats, and two birds.
4 Do you think that people study other animals differently from the way they study human
beings?
5 Dr. Thomas: Some scientists study other animals with a different viewpoint than the way they
study humans. They feel free to take blood samples and put radio collars on them. You can’t do that
with people, because they’ll kick you out! So I thought I’d just study other animals and respect them
the same as I do people.
6 What do you think people can learn from other animals?
7 Dr. Thomas: Each animal has its own set of problems to solve. I think we must learn respect for that. I think we can also learn the similarities between ourselves and other animals. For example,each kind of animal has its signals. If we learn each other’s signals, then we can learn to “speak dog”or to “speak cat.”8 What is the most important thing you’ve learned from animals?9 Dr. Thomas: Humans are animals. And we’re not that different from all the others. Every species sees itself as the most important one. Dogs treat other dogs differently than they treat other animals.And humans do the same. From “Animals and Us” by Susan Buckley, Apple seeds, October 1, 2007
Which is the main idea of the passage?
Dogs and cats can communicate using signals.
Each animal species thinks it is better than other species.
People can learn a lot about themselves by studying animals.
People should respect animals the way they respect other people.
Animals and Us Animals and Us: An Interview with Elizabeth Marshall Thomas by Susan Buckley
1 This month, we are looking at the many ways human beings learn from other kinds of animals.Our consulting editor, Dr. Elizabeth Marshall Thomas, has written several books about animals she
has known and studied. One book was a bestseller called The Hidden Life of Dogs. On a sunny
afternoon, we sat down to talk with her.
2 How did you become interested in animals?
3 Dr. Thomas: I’ve been interested in animals ever since I can remember. Growing up, we had
dogs and cats. We had a big Newfoundland dog that was like a nanny—she wouldn’t let us swim in
the water! Although that was a pain, she was a sweet, dear creature. I loved her very much. And now I
live with two dogs, four cats, and two birds.
4 Do you think that people study other animals differently from the way they study human
beings?
5 Dr. Thomas: Some scientists study other animals with a different viewpoint than the way they
study humans. They feel free to take blood samples and put radio collars on them. You can’t do that
with people, because they’ll kick you out! So I thought I’d just study other animals and respect them
the same as I do people.
6 What do you think people can learn from other animals?
7 Dr. Thomas: Each animal has its own set of problems to solve. I think we must learn respect for that. I think we can also learn the similarities between ourselves and other animals. For example,each kind of animal has its signals. If we learn each other’s signals, then we can learn to “speak dog”or to “speak cat.”8 What is the most important thing you’ve learned from animals?9 Dr. Thomas: Humans are animals. And we’re not that different from all the others. Every species sees itself as the most important one. Dogs treat other dogs differently than they treat other animals.And humans do the same. From “Animals and Us” by Susan Buckley, Apple seeds, October 1, 2007
According to Dr. Thomas, how are dogs and humans similar?
They do not like being studied by scientists.
They feel that they are the most important animal.
They do not treat other animals with respect.
They provide scientists with important information.
Animals and Us Animals and Us: An Interview with Elizabeth Marshall Thomas by Susan Buckley
1 This month, we are looking at the many ways human beings learn from other kinds of animals.Our consulting editor, Dr. Elizabeth Marshall Thomas, has written several books about animals she
has known and studied. One book was a bestseller called The Hidden Life of Dogs. On a sunny
afternoon, we sat down to talk with her.
2 How did you become interested in animals?
3 Dr. Thomas: I’ve been interested in animals ever since I can remember. Growing up, we had
dogs and cats. We had a big Newfoundland dog that was like a nanny—she wouldn’t let us swim in
the water! Although that was a pain, she was a sweet, dear creature. I loved her very much. And now I
live with two dogs, four cats, and two birds.
4 Do you think that people study other animals differently from the way they study human
beings?
5 Dr. Thomas: Some scientists study other animals with a different viewpoint than the way they
study humans. They feel free to take blood samples and put radio collars on them. You can’t do that
with people, because they’ll kick you out! So I thought I’d just study other animals and respect them
the same as I do people.
6 What do you think people can learn from other animals?
7 Dr. Thomas: Each animal has its own set of problems to solve. I think we must learn respect for that. I think we can also learn the similarities between ourselves and other animals. For example,each kind of animal has its signals. If we learn each other’s signals, then we can learn to “speak dog”or to “speak cat.”8 What is the most important thing you’ve learned from animals?9 Dr. Thomas: Humans are animals. And we’re not that different from all the others. Every species sees itself as the most important one. Dogs treat other dogs differently than they treat other animals.And humans do the same. From “Animals and Us” by Susan Buckley, Apple seeds, October 1, 2007
What is the meaning of the phrase interested in as it is used in paragraph 3?
compared to
understood by
patient with
curious about
Where Our Fruits and Vegetables Come From Where Our Fruits and Vegetables Come From by Tasha Johnson
1 Many of the fruits and vegetables available in grocery stores are grown in either California or Florida. But not everyone lives in those states. This means the produce you eat most likely traveled hundreds of miles to get to you. Why aren’t more fruits and vegetables grown locally?2 The answer is simple. It’s all about weather. California and Florida both have warm, sunny climates. Many fruits and vegetables can only be grown in warm areas. Florida’s weather is perfect for growing oranges. In California, valleys with rich soil are filled with gigantic farms. These farms are where nearly 70 percent of our fruits and nuts are grown. They also grow one-third of the country’s vegetables. One farm picks and ships six million pounds of carrots every day!
3 Workers on these large farms are skilled at growing healthy crops. The fruits and vegetables are then quickly picked, packed up, and shipped to other states. Large farms allow people all across America to buy fresh fruits and vegetables. These farmers have the ability to grow the amount of food we need. They also know how to safely transport the crops to our local stores. We can all thank these farms for supplying us with the fruits and vegetables we need to be healthy.
Which sentence from the passage best explains why more fruits and vegetables are not grown locally?
"This means the produce you eat most likely traveled hundreds of miles to get to you."(paragraph 1)
"Many fruits and vegetables can only be grown in warm areas." (paragraph 2)
"These farms are where nearly 70 percent of our fruits and nuts are grown." (paragraph 2)
"The fruits and vegetables are then quickly picked, packed up, and shipped to other states."(paragraph 3)
Where Our Fruits and Vegetables Come From Where Our Fruits and Vegetables Come From by Tasha Johnson
1 Many of the fruits and vegetables available in grocery stores are grown in either California or Florida. But not everyone lives in those states. This means the produce you eat most likely traveled hundreds of miles to get to you. Why aren’t more fruits and vegetables grown locally?
2 The answer is simple. It’s all about weather. California and Florida both have warm, sunny climates. Many fruits and vegetables can only be grown in warm areas. Florida’s weather is perfect for growing oranges. In California, valleys with rich soil are filled with gigantic farms. These farms are where nearly 70 percent of our fruits and nuts are grown. They also grow one-third of the country’s vegetables. One farm picks and ships six million pounds of carrots every day!
3 Workers on these large farms are skilled at growing healthy crops. The fruits and vegetables are then quickly picked, packed up, and shipped to other states. Large farms allow people all across America to buy fresh fruits and vegetables. These farmers have the ability to grow the amount of food we need. They also know how to safely transport the crops to our local stores. We can all thank these farms for supplying us with the fruits and vegetables we need to be healthy.
Which is the main idea of the passage?
Fruits and vegetables grown on large farms are healthier than locally grown crops.
Most fruits and vegetables are grown on large farms in warm climates.
Florida and California are the only states that grow fresh fruits and vegetables.
Fresh fruits and vegetables are available to people all across America.
Where Our Fruits and Vegetables Come From Where Our Fruits and Vegetables Come From by Tasha Johnson
1 Many of the fruits and vegetables available in grocery stores are grown in either California or Florida. But not everyone lives in those states. This means the produce you eat most likely traveled hundreds of miles to get to you. Why aren’t more fruits and vegetables grown locally?
2 The answer is simple. It’s all about weather. California and Florida both have warm, sunny climates. Many fruits and vegetables can only be grown in warm areas. Florida’s weather is perfect for growing oranges. In California, valleys with rich soil are filled with gigantic farms. These farms are where nearly 70 percent of our fruits and nuts are grown. They also grow one-third of the country’s vegetables. One farm picks and ships six million pounds of carrots every day!
3 Workers on these large farms are skilled at growing healthy crops. The fruits and vegetables are then quickly picked, packed up, and shipped to other states. Large farms allow people all across America to buy fresh fruits and vegetables. These farmers have the ability to grow the amount of food we need. They also know how to safely transport the crops to our local stores. We can all thank these farms for supplying us with the fruits and vegetables we need to be healthy.
Put the ideas in the order in which they are discussed in the passage.
California's rich soil is good for growing fruits and nuts.
Many fruits and vegetables only grow in warm areas.
The farmers are skilled at growing healthy crops.
Florida's weather is good for growing oranges
Where Our Fruits and Vegetables Come From Where Our Fruits and Vegetables Come From by Tasha Johnson
1 Many of the fruits and vegetables available in grocery stores are grown in either California or Florida. But not everyone lives in those states. This means the produce you eat most likely traveled hundreds of miles to get to you. Why aren’t more fruits and vegetables grown locally?
2 The answer is simple. It’s all about weather. California and Florida both have warm, sunny climates. Many fruits and vegetables can only be grown in warm areas. Florida’s weather is perfect for growing oranges. In California, valleys with rich soil are filled with gigantic farms. These farms are where nearly 70 percent of our fruits and nuts are grown. They also grow one-third of the country’s vegetables. One farm picks and ships six million pounds of carrots every day!
3 Workers on these large farms are skilled at growing healthy crops. The fruits and vegetables are then quickly picked, packed up, and shipped to other states. Large farms allow people all across America to buy fresh fruits and vegetables. These farmers have the ability to grow the amount of food we need. They also know how to safely transport the crops to our local stores. We can all thank these farms for supplying us with the fruits and vegetables we need to be healthy.
Which two words are similar in meaning to supplying as it is used in this sentence?
"We can all thank these farms for supplying us with the fruits and vegetables we need to be healthy." (paragraph 3)
educating
equipping
teaching
assisting
providing
He crawled through the entrance of the cave and stood up in a big chamber.
Which word has the same meaning as the underlined word in the sentence?
Exit
Opening
Window
Room
Timmy grabbed his bat and walked confidently up to the plate. He had a good grip on the bat, and his eye was glued to the ball. His first two swings were pretty bad, but his third swing hit it out of the park.
What does the author mean by the phrase, "His eye was glued to the ball"?
He watched the ball very closely.
He put glue on the ball so he wouldn't lose it.
He closed his eyes toward the ball.
He washed the ball because it was dirty.
"Stop." I told her. "You're not being very nice."
Which of the following corrects the punctuation error in these sentences?
"Stop," I told her. "You're not being very nice."
"Stop," I told her "you're not being very nice."
I told her, "You're not being very nice."
I told her "you're not being very nice."
Passage 1
Summer Is for New Adventures
Dear Editor,
1 Our school requires that students read two books during the summer. I am not in favor of this rule. The reason I am against the rule is simple. Summer vacation is a break from school. When I am on summer vacation, I have choices about what I do. I might read on my vacation, or I might use math to build a fort. I might go to an aquarium and learn about science. I can do all sorts of things during my summer vacation.
2 I can see that the school thought carefully about this summer reading rule. Both books chosen have won Newbery Medals. That means that they are very good books for our age group. I actually know students who have read them both and liked them. I am sure they would be good for me to read. Perhaps we could read them in class. When we read books in class, we can talk about them every day. We can discuss what different parts mean. We can help each other understand them. None of those things will happen for the books we read in the summer. We will be without a teacher or classmates as we read. Talking about a book helps me remember it. When school starts again, I may forget all about the books.
3 I think the school did a good job picking the right kind of books. But good books deserve to be read and studied and talked about in a class, and not in the middle of a school vacation.
Mark Wells
5th Grade Student
Which sentence from “Summer Is for New Adventures” supports the author’s point about the new summer reading rule?
Our school requires that students read two books during the summer.
Both books chosen have won Newbery Medals.
I actually know students who have read them both and liked them.
When we read books in class, we can talk about them every day.
Passage 1
Summer Is for New Adventures
Dear Editor,
1 Our school requires that students read two books during the summer. I am not in favor of this rule. The reason I am against the rule is simple. Summer vacation is a break from school. When I am on summer vacation, I have choices about what I do. I might read on my vacation, or I might use math to build a fort. I might go to an aquarium and learn about science. I can do all sorts of things during my summer vacation.
2 I can see that the school thought carefully about this summer reading rule. Both books chosen have won Newbery Medals. That means that they are very good books for our age group. I actually know students who have read them both and liked them. I am sure they would be good for me to read. Perhaps we could read them in class. When we read books in class, we can talk about them every day. We can discuss what different parts mean. We can help each other understand them. None of those things will happen for the books we read in the summer. We will be without a teacher or classmates as we read. Talking about a book helps me remember it. When school starts again, I may forget all about the books.
3 I think the school did a good job picking the right kind of books. But good books deserve to be read and studied and talked about in a class, and not in the middle of a school vacation.
Mark Wells
5th Grade Student
Which sentence from “Choosing What I Read” BEST supports the author’s claim that students would benefit more by choosing their own books?
Reading is an important skill, and I am willing to work hard to get better.
However, the requirement should just be to read, without specifying which titles have to be read.
If the rule were to read two books of our choosing, it would be better.
Students who found books that were great for them might end up reading three books, or four, or ten.
How the Camel got His Hump by Rudyard Kipling
1. In the beginning of years, when the world was new, and the Animals were just beginning to work for Man, there was a Camel, and he lived in the middle of a Howling Desert because he did not want to work. He was terribly idle, and when anybody spoke to him, he just said, “Humph!” and no more.
2. Presently, the Horse came to him, with a saddle on his back and a bit in his mouth, and said, “Camel, come out and trot like the rest of us.”
3. “Humph!” said the Camel, and the Horse went away and told the Man.
4. Presently, the Dog came to him, with a stick in his mouth, and said, “Camel, come and fetch and carry like the rest of us.”
5. “Humph!” said the Camel; and the Dog went away and told the Man.
6. Presently, the Ox came to him, with the yoke on his neck, and said, “Camel, come and plow like the rest of us.”
7. “Humph!” said the Camel, and the Ox went away and told the Man.
8. At the end of the day, the Man called the Horse and the Dog and the Ox together and said, “That ‘Humph’-thing in the desert can’t work, or he would have been here by now, so I am going to leave him alone, and you must work double-time to make up for it.”
9. That made the Three very angry, and they held a pow-wow on the edge of the desert, and the camel came chewing on milkweed and laughed at them. Then he said, “Humph!, and went away again.
10. Presently, there came along the Djinn (a magical creature) in charge of the deserts, rolling in a cloud of dust (Djinns always travel that way because it is magic), and he stopped to pow-pow with the Three.
11. “Djinn of All Deserts,” said the Horse, “is it right for anyone to be idle, with the world so new?”
12. “Certainly not,” said the Djinn.
13. “Well,” said the Horse, “there’s a thing in the middle of your Howling Desert with a long neck and long legs, and he hasn’t done a stroke of work. He won’t trot.”
14. “Whew!” said the Djinn, whistling, “That’s my Camel, for all the gold in Arabia! What does he say about it?”
15. “He says ‘Humph!’” said the Dog, “and he won’t fetch and carry.”
16. “Does he say anything else?”
17. He only says, ’Humph!’ And he won’t plow,” said the Ox.
18. “Very good,” said the Djinn. “I’ll humph him if you will kindly wait a minute.”
19. The Djinn rolled himself up in his dust-cloak, and took a bearing across the desert and found the Camel, looking at his own reflection in a pool of water.
20. “My long and bubbling friend,” said the Djinn, “what’s this I hear of your doing no work, with the world so new?”
21. “Humph!” said the Camel.
22. The Djinn sat down, with his chin in his hand, and began to think a great magic, while the Camel looked at his own reflection in the pool of water.
23. “You’ve given the other Three extra work, all on account of your terrible idleness,” said the Djinn, and he went on thinking magic, with his chin in his hand.
24. “Humph!” said the Camel.
25. “I shouldn’t say that again if I were you,” said the Djinn; “you might say it once too often. Bubbles, I want you to work.”
26. And the Camel said, “Humph!” again, but no sooner had he said it than he saw his back, that he was so proud of, puffing up and puffing up into a great big lolloping humph.
27. “Do you see that?” said the Djinn. “That’s your very own humph that you’ve brought upon your very own self by not working. Now you are going to work.”
28. “How can I,” said the Camel, “with this humph on my back?”
29. “That’s made a-purpose,” said the Djinn, “all because you missed three days of work. You will be able to work now for three days without eating because you can live on your humph, and don’t you ever say I never did anything for you. Come out of the Desert and go to the Three, and behave. Humph yourself!”
30. And the Camel humphed himself, humph and all, and went away to join the Three. And from that day to this, the camel always wears a humph (we call it ‘hump’ now, not to hurt his feelings); but he has never yet caught up with the three days that he missed at the beginning of the world, and he has never yet learned how to behave.
Part A
How are the events in paragraphs 1-7 important to the theme of the story?
They show that the horse, dog, and ox have a strong friendship.
They explain why the horse, dog, and ox are such hard workers.
They show the laziness of the camel.
They explain why the camel is not able to do any work.
How the Camel got His Hump by Rudyard Kipling
1. In the beginning of years, when the world was new, and the Animals were just beginning to work for Man, there was a Camel, and he lived in the middle of a Howling Desert because he did not want to work. He was terribly idle, and when anybody spoke to him, he just said, “Humph!” and no more.
2. Presently, the Horse came to him, with a saddle on his back and a bit in his mouth, and said, “Camel, come out and trot like the rest of us.”
3. “Humph!” said the Camel, and the Horse went away and told the Man.
4. Presently, the Dog came to him, with a stick in his mouth, and said, “Camel, come and fetch and carry like the rest of us.”
5. “Humph!” said the Camel; and the Dog went away and told the Man.
6. Presently, the Ox came to him, with the yoke on his neck, and said, “Camel, come and plow like the rest of us.”
7. “Humph!” said the Camel, and the Ox went away and told the Man.
8. At the end of the day, the Man called the Horse and the Dog and the Ox together and said, “That ‘Humph’-thing in the desert can’t work, or he would have been here by now, so I am going to leave him alone, and you must work double-time to make up for it.”
9. That made the Three very angry, and they held a pow-wow on the edge of the desert, and the camel came chewing on milkweed and laughed at them. Then he said, “Humph!, and went away again.
10. Presently, there came along the Djinn (a magical creature) in charge of the deserts, rolling in a cloud of dust (Djinns always travel that way because it is magic), and he stopped to pow-pow with the Three.
11. “Djinn of All Deserts,” said the Horse, “is it right for anyone to be idle, with the world so new?”
12. “Certainly not,” said the Djinn.
13. “Well,” said the Horse, “there’s a thing in the middle of your Howling Desert with a long neck and long legs, and he hasn’t done a stroke of work. He won’t trot.”
14. “Whew!” said the Djinn, whistling, “That’s my Camel, for all the gold in Arabia! What does he say about it?”
15. “He says ‘Humph!’” said the Dog, “and he won’t fetch and carry.”
16. “Does he say anything else?”
17. He only says, ’Humph!’ And he won’t plow,” said the Ox.
18. “Very good,” said the Djinn. “I’ll humph him if you will kindly wait a minute.”
19. The Djinn rolled himself up in his dust-cloak, and took a bearing across the desert and found the Camel, looking at his own reflection in a pool of water.
20. “My long and bubbling friend,” said the Djinn, “what’s this I hear of your doing no work, with the world so new?”
21. “Humph!” said the Camel.
22. The Djinn sat down, with his chin in his hand, and began to think a great magic, while the Camel looked at his own reflection in the pool of water.
23. “You’ve given the other Three extra work, all on account of your terrible idleness,” said the Djinn, and he went on thinking magic, with his chin in his hand.
24. “Humph!” said the Camel.
25. “I shouldn’t say that again if I were you,” said the Djinn; “you might say it once too often. Bubbles, I want you to work.”
26. And the Camel said, “Humph!” again, but no sooner had he said it than he saw his back, that he was so proud of, puffing up and puffing up into a great big lolloping humph.
27. “Do you see that?” said the Djinn. “That’s your very own humph that you’ve brought upon your very own self by not working. Now you are going to work.”
28. “How can I,” said the Camel, “with this humph on my back?”
29. “That’s made a-purpose,” said the Djinn, “all because you missed three days of work. You will be able to work now for three days without eating because you can live on your humph, and don’t you ever say I never did anything for you. Come out of the Desert and go to the Three, and behave. Humph yourself!”
30. And the Camel humphed himself, humph and all, and went away to join the Three. And from that day to this, the camel always wears a humph (we call it ‘hump’ now, not to hurt his feelings); but he has never yet caught up with the three days that he missed at the beginning of the world, and he has never yet learned how to behave.
Part B
Which sentence from the story best supports the answer for Part A?
Presently, the dog came to him with a stick in his mouth and said, "Camel, come and fetch and carry like the rest of us."
He did not want to work. He was terribly idle, and when anybody spoke to him, he just said, "Humph!" and no more.
"Humph!" said the camel, and the ox went away and told the man.
At the end of the day, the man called the horse, the dog, and the ox together and said, "That Hump-thing in the desert can’t work, or he would have been here by now, so I am going to leave him alone, and you must work double time to make up for it."
The Nightingale and the Glow-worm by William Cowper
A nightingale, that all day long
Had cheered the village with his song,
Nor yet at sunset his note suspended1,
Nor yet when evening was ended,
Began to feel, as well he might,
The strong demands of appetite;
When, looking eagerly around,
He spied far off, upon the ground,
A something shining in the dark,
And knew the glow-worm by his spark;
So, stooping down from hawthorn2 top,
He thought to put him in his crop3
The worm, aware of his intent,
Scolded him thus, right eloquent4:
“Did you admire my lamp,” said he,
“As much as I your minstrelsy5,
You would hate to do me wrong,
As much as I to spoil your song;
For it was the very same power divine6,
That taught you to sing and me to shine;
That you with music, I with light,
Might beautify and cheer the night.”
The songster heard his short oration7,
And singing out his approbation8,
Released him, as my story tells,
And found a supper somewhere else.
1 suspended: stopped
2 hawthorn: a kind of tree
3 crop: pouch in a bird’s throat that holds food
4 eloquent: beautiful speech
5 minstrelsy: singing
6 divine: heavenly
7 oration: speech
8 approbation: approval
What is the theme of the poem?
It’s important to share with others.
Laziness is never rewarded.
Kind words and appreciation can touch someone’s heart.
Don’t criticize other people’s gifts; they will get angry with you.
The Little Land by Robert Louis Stevenson
When at home alone I sit
And am very tired of it,
I have just to shut my eyes
To go sailing through the skies—
To go sailing far away
To the pleasant Land of Play;
To the fairy land afar
Where the Little People are;
Where the clover-tops are trees,
And the rain-pools are the seas,
And the leaves like little ships
Sail about on tiny trips;
And above the daisy tree
Through the grasses,
High overhead the Bumble Bee
Hums and passes.
In that forest to and fro I can wander, I can go;
See the spider and the fly,
And the ants go marching by
Carrying parcels with their feet
Down the green and grassy street
I can in the sorrel sit
Where the ladybird alit.
I can climb the jointed grass; and on high
See the greater swallows pass
In the sky,
And the round sun rolling by
Heeding no such thing as I.
Through the forest I can pass
Till, as in a looking glass,
Humming fly and daisy tree
And my tiny self I see,
Painted very clear and neat
On the rain-pool at my feet.
Should a leaflet come to land
Drifting near to where I stand,
Straight I’ll board that tiny boat
Round the rain-pool sea to float.
Little thoughtful creatures sit
On the grassy coasts of it;
Little things with lovely surprise.
Some are clad in armor green—
(These have sure to battle been!)
Some are pied with every hue,
Black and crimson, gold and blue;
Some have wings and swift are gone;
But they all look kindly on.
When my eyes I once again
Open and see all things plain;
High bare walls, great bare floor;
Great big knobs on drawer and door;
Great big people perched on chairs,
Stitching tucks and mending tears,
Each a hill that I could climb,
And talking nonsense all the time—
O dear me, that I could be
A sailor on the rain-pool sea,
A climber in the clover-tree,
And just come back, a sleepy-head,
Late at night to go to bed.
What is the theme of this poem?
Adults lead very boring lives.
Children can use their imagination to go to a pretend play land.
When you play outside in the grass, you can see into a little world.
Bugs and other little creatures are interesting to watch.
Five Little Peppers and How They Grew by Margaret Sidney
1. The big drawing-room, with its shaded light and draped furniture, was nothing to Polly Pepper’s eyes. All she knew was that it was the room that contained the piano!
2. Every chance she could get, Polly would creep into the drawing-room and work hard at the tedious scales and exercises. She knew that they were stepping stones to so much that was glorious beyond them. Never had she sat still for so long a time in her active little life.
3. “She likes it!” said Percy, in absolute astonishment one day. Polly had refused to go with other children to the park. Instead, she went into the drawing-room and shut the door. “She likes those hateful old exercises, and she doesn’t like anything else.”
4. “Much you know about,” Jasper answered. “She’d love to go with us. It’s just that she’s determined to learn to play. Nothing can stop her now.”
5. And Polly kept at it steadily day after day. She got through with her lessons in the schoolroom as quickly as possible to rush to her music. Soon the little French music teacher became so enthusiastic that he would skip away on the tips of his toes.
6. “I think,” said Jasper one evening after dinner when all the children were assembled as usual in their favorite place on the big rug in front of the fire in the library, “that Polly’s getting on in music as I never saw anyone do, and that’s a fact!”
7. “I mean to begin,” said Van, ambitiously, sitting up straight and staring at the glowing coals. “I guess I will to-morrow,” which announcement was received with a perfect shout—Van not being very musical at all!
8. “If you do,” said Jasper, when the laughter subsided, “I shall go out of the house at every lesson; no one will stay here to listen, Van.”
9. “I can bang all I want to, then,” said Van, not disturbed by the reflection, and pulling one of Prince’s long ears, “you think you’re so big, Jasper, just because you’re thirteen.”
10. “He’s only three ahead of me, Van,” bristled Percy, who never could forgive Jasper for having been born three years earlier than himself.
11. “Three’s just as bad as four,” said Van.
12. “Let’s tell stories,” began Polly, who never could remember such arguments at home in the little brown house. “We must each tell one,” she added with the greatest enthusiasm. “We’ll see which is the biggest and the best.”
13. “Oh, no,” said Van, who loved Polly’s stories. “You tell, Polly—you tell alone.”
14. “Yes, do, Polly,” said Jasper; “we’d rather.”
15. So Polly launched out into one of her best stories. Soon they were in such a peal of laughter that Mr. King came in and took a seat in a big rocking-chair to hear the fun.
16. “Oh, dear,” said Van, leaning back with a long sigh and wiping his flushed face as Polly wound up with a triumphant flourish, “however do you think of such things, Polly Pepper?”
17. “Why, that’s nothing to what she has told time and again in the little brown house in Badgertown,” said Jasper, bringing his handsome face out into the light. And then he caught sight of Polly’s face, which turned a little pale as he spoke. The brown eyes had such a pathetic droop in them that it went to the boy’s very heart. And then he realized: Polly was homesick already!
What is the theme of this passage?
Playing the piano is more fun than going to the park.
You should not be homesick if you have a chance to go away from home to study something you’re interested in.
People can make great sacrifices to achieve an important goal.
Telling funny stories is a great way to make friends.
What part of speech is the word "inside?" Something smelly is living inside our refrigerator.
conjunction
preposition
interjection
What part of speech is the word, "Aww?" Aww, my friend's new puppies are so cute!
conjunction
preposition
interjection
What part of speech is the word "but?" Marley is good at saving money, but he is also good at spending it!
conjunction
preposition
interjection
Which pair of correlative conjunctions would best complete the sentence? The bakery next door sells _________ bread __________ pastries.
both ... and
either ... or
neither ... nor
whether ... or
What type of figurative language is being used in this sentence?
The monstrous dog was a cuddly teddy bear once you got to know him.
simile
metaphor
Which word from the sentence is an ANTONYM for the word "fake?"
The newly discovered painting could be either authentic or an amazingly exact fake.
newly
discovered
painting
authentic
Which sentence is punctuated correctly?
a. After working, in the yard all day Karl was so hungry that he felt like he could eat three cheeseburgers.
b. After working in the yard, all day Karl was so hungry that he felt like he could eat three cheeseburgers.
c. After working in the yard all day, Karl was so hungry that he felt like he could eat three cheeseburgers.
d. After working in the yard all day Karl, was so hungry that he felt like he could eat three cheeseburgers.
Which sentence is punctuated correctly?
a. The weather, this weekend is ideal for sailing isn’t it?
b. The weather this weekend, is ideal for sailing isn’t it?
c. The weather this weekend is ideal, for sailing isn’t it?
d. The weather this weekend is ideal for sailing, isn’t it?
What is the meaning of the idiom used in the following sentence?
Maram was wired and energized, but her mom was ready to hit the sack.
Maram's mom was angry.
Maram's mom was about to punish her.
Maram's mom was ready for bed.
Maram's mom was carrying a sack.
Which new sentence best combines the two sentences shown?
Ayanna does not eat rice.
Ayanna does not eat potatoes.
a. Ayanna does not eat rice, or she does not eat potatoes.
b. Ayanna does not eat rice or potatoes.
c. Ayanna does not eat rice, and she also doesn’t eat potatoes.
d. Ayanna does not eat rice and potatoes.
Choose the verb phrase that correctly completes the sentence.
Ever since she was seven, Jazlyn ________________ to read adventure books.
had loved
has loved
will have loved
After reading a fiction book, Breyden wants to know the meaning of the word perilous. Which reference material would BEST help him?
dictionary
glossary
thesaurus
Passage 1
The Age of Silent Film
1 Movies were not always the way we know them to be today. Today’s movies have voices, songs, and sound effects. But the first movies were made with no sound at all. These types of movies were called silent films. The age of the silent film lasted from 1885 to the early 1930s.
2 During these years, no one had yet made a way to record sound on movie sets. Movies were instead filmed without sound. Then the movie studios would send the finished films out to theaters for people to see. There, a piano player or even a full, live band played music during the film. Live music helped set the mood for people watching the movie.
3 But what did actors do on film when no one could hear them speak? To begin with, there were many action scenes, like swordfights. These scenes did not need words for the crowd to follow the story. Also, actors learned to tell the story with their body. They would not speak, but used their faces and body movements instead. Beginning in 1903, title cards were introduced into the films. Title cards were frames of film with words to convey dialogue or important information for the story line of the movie.
4 These actions may look silly to us now. However, these films moved people to laugh and cry for almost 50 years.
Which sentence from “The Age of Silent Film” BEST explains why musicians performed in the movie theaters?
Movies were not always the way we know them to be today.
During these years, no one had yet made a way to record sound on movie sets.
Then the movie studios would send the finished films out to theaters for people to see.
Live music helped set the mood for people watching the movie.
Passage 2
The Foley Artist
1 By the early 1930s, most movie studios had switched from silent films to “talkies.” This was the term used for movies that had sound. The change opened up many new jobs in moviemaking. New actors were hired. Musicals began hiring singers and dancers. New sound crews were brought in to handle microphones. Also, sound effects were now needed.
2 For example, think of a movie scene where someone walks into an old house. What do you hear? You might hear the door opening, the floor creaking, and footsteps. However, these sounds were not recorded when the movie was being filmed. They were created later on a sound stage, or a place where only sounds are recorded. The person who makes the sounds is called a foley artist.
3 Foley artists watch a movie scene and figure out what noise would sound best on film. For instance, a foley artist might record the noise of hitting two coconuts together to sound like horse hooves. For punching sounds, the foley artist might hit a bag of sand. A pair of gloves can make the sound of birds flapping their wings. Next time you watch a movie, listen to all the sounds you have never noticed before.
Which sentence from “The Foley Artist” BEST explains when sound is added to a movie?
For example, think of a movie scene where someone walks into an old house.
You might hear the door opening, the floor creaking, and footsteps.
However, these sounds were not recorded when the movie was being filmed.
They were created later on a sound stage, or a place where only sounds are recorded.
Passage 1
The Age of Silent Film
1 Movies were not always the way we know them to be today. Today’s movies have voices, songs, and sound effects. But the first movies were made with no sound at all. These types of movies were called silent films. The age of the silent film lasted from 1885 to the early 1930s.
2 During these years, no one had yet made a way to record sound on movie sets. Movies were instead filmed without sound. Then the movie studios would send the finished films out to theaters for people to see. There, a piano player or even a full, live band played music during the film. Live music helped set the mood for people watching the movie.
3 But what did actors do on film when no one could hear them speak? To begin with, there were many action scenes, like swordfights. These scenes did not need words for the crowd to follow the story. Also, actors learned to tell the story with their body. They would not speak, but used their faces and body movements instead. Beginning in 1903, title cards were introduced into the films. Title cards were frames of film with words to convey dialogue or important information for the story line of the movie.
4 These actions may look silly to us now. However, these films moved people to laugh and cry for almost 50 years.
Passage 2
The Foley Artist
1 By the early 1930s, most movie studios had switched from silent films to “talkies.” This was the term used for movies that had sound. The change opened up many new jobs in moviemaking. New actors were hired. Musicals began hiring singers and dancers. New sound crews were brought in to handle microphones. Also, sound effects were now needed.
2 For example, think of a movie scene where someone walks into an old house. What do you hear? You might hear the door opening, the floor creaking, and footsteps. However, these sounds were not recorded when the movie was being filmed. They were created later on a sound stage, or a place where only sounds are recorded. The person who makes the sounds is called a foley artist.
3 Foley artists watch a movie scene and figure out what noise would sound best on film. For instance, a foley artist might record the noise of hitting two coconuts together to sound like horse hooves. For punching sounds, the foley artist might hit a bag of sand. A pair of gloves can make the sound of birds flapping their wings. Next time you watch a movie, listen to all the sounds you have never noticed before.
Which main idea is BEST supported by BOTH passages?
Sound plays an important role in the movies.
Sound is necessary for people to enjoy movies.
Adding sound to movies was a very difficult process
Adding sound to movies took many years to accomplish.
The Age of Silent Film
1 Movies were not always the way we know them to be today. Today’s movies have voices, songs, and sound effects. But the first movies were made with no sound at all. These types of movies were called silent films. The age of the silent film lasted from 1885 to the early 1930s.
2 During these years, no one had yet made a way to record sound on movie sets. Movies were instead filmed without sound. Then the movie studios would send the finished films out to theaters for people to see. There, a piano player or even a full, live band played music during the film. Live music helped set the mood for people watching the movie.
3 But what did actors do on film when no one could hear them speak? To begin with, there were many action scenes, like swordfights. These scenes did not need words for the crowd to follow the story. Also, actors learned to tell the story with their body. They would not speak, but used their faces and body movements instead. Beginning in 1903, title cards were introduced into the films. Title cards were frames of film with words to convey dialogue or important information for the story line of the movie.
4 These actions may look silly to us now. However, these films moved people to laugh and cry for almost 50 years.
Passage 2
The Foley Artist
1 By the early 1930s, most movie studios had switched from silent films to “talkies.” This was the term used for movies that had sound. The change opened up many new jobs in moviemaking. New actors were hired. Musicals began hiring singers and dancers. New sound crews were brought in to handle microphones. Also, sound effects were now needed.
2 For example, think of a movie scene where someone walks into an old house. What do you hear? You might hear the door opening, the floor creaking, and footsteps. However, these sounds were not recorded when the movie was being filmed. They were created later on a sound stage, or a place where only sounds are recorded. The person who makes the sounds is called a foley artist.
3 Foley artists watch a movie scene and figure out what noise would sound best on film. For instance, a foley artist might record the noise of hitting two coconuts together to sound like horse hooves. For punching sounds, the foley artist might hit a bag of sand. A pair of gloves can make the sound of birds flapping their wings. Next time you watch a movie, listen to all the sounds you have never noticed before.
Describe the role of sound in silent movies and in movies made after sound could be added.Use details from BOTH passages to support your answer. Type your answer in the space provided.
