F Loud trumpeting sounds are just one of the sounds elephants make. They also make rumbles, barks, snorts, and cries to communicate with members of the herd.

G Elephants have many more ways of communicating than most people might think. Elephants use touch, smell, noise, and movement to give one another messages

H An elephant’s trunk lets an elephant share messages such as “Let’s play” or “Danger!” The trunk has a sensitive tip for touching other elephants and picking up smells.

J People and elephants both have a larynx, a body part that lets them make sounds. Elephants “talk” in low sounds, and elephants also use their sense of touch and smell a lot.

A To suggest that the baby elephant is warning its mother that there is danger nearby

B To show the reader what the baby elephant does to try to get its mother to play with it

C To show the reader what the baby elephant does when it wants its mother to know it is hungry

D To suggest that the baby elephant feels safe and protected when it is near its mother

F They identify the ways elephants communicate.

G They describe important roles in an elephant herd.

H They tell why elephants need attention.

J They compare ways that elephants find food.

A But an elephant’s huge larynx produces very low sounds. (paragraph 3)

B Some gestures—a twitch of an ear, a wag of the head—are so small that most people wouldn’t even notice them. (paragraph 4)

C They think it may help the elephants focus all their attention on the sounds and smells around them. (paragraph 5)

D If you ever wonder what an elephant is paying attention to, don’t watch its eyes. (paragraph 6)

F An elephant’s ears help the elephant communicate

G Elephants usually feel either happy or scared

H A large herd will rarely experience danger

J Scientists are confused by an elephant’s body language

A to show the details scientists want to learn about elephants

B to show that an elephant’s most important sense is the sense of smell

C to show that elephants can identify members in their herd

D to show that elephants gather information from different smells

F She shows Bella different ways to improve as a speller.

G She reminds Bella that she needs to play with her sister.

H She convinces Bella that her rapping is a special talent.

J She persuades Bella to forgive her classmate Amy.

A SCOTT: Remember what I told you?

B SCOTT: From what I can see, “shun” words aren’t easy for you.

C SCOTT: Besides, you’re really good at lots of other stuff.

D SCOTT: You should just keep on rapping.

F do many tasks at once

G do better than others

H pretend to know everything

J be afraid of trying new activities

A common theme

B list of characters

C rhyming pattern

D problem that is resolved

F realize that her sister admires her raps

G discuss her concerns with her mother

H understand why studying is so important

J determine what has been wrong with her raps

A does not like to be told that she’s wrong

B wishes that Bella wasn’t such a messy eater

C thinks she’s being a good friend to Bella

D notices things that other people don’t see

F identify the time and place

G hint at how a problem will be solved

H describe the main character’s problem

J explain the characters’ feelings and actions

A The article will most likely describe different ways to use crayons.

B The article will most likely explain how crayons were invented.

C The article will most likely explain an answer to a problem.

D The article will most likely offer many uses for objects that are old.

F to explain why Cassidy wanted to make her invention

G to explain why Cassidy has so many crayons

H to explain who helped Cassidy to become an inventor

J to explain what color of crayon Cassidy likes best

A She noticed that all of her crayons were broken. (paragraph 1)

B Cassidy knew that her invention would make many young artists happy. (paragraph 3)

C Eventually so many crayon holders were sold that Cassidy was able to pay for most of her college education out of her earnings. (paragraph 3)

D Cassidy’s invention encourages others to waste less. (paragraph 4)

F And she had an idea. (paragraph 1)

G The ends of the tubes fit tightly around the crayons. (paragraph 2)

H It could also hold a small broken one. (paragraph 2)

J Cassidy’s invention is a brilliant idea. (paragraph 4)

A Making improvements

B Sharing with others

C Wishing for success

D Planning for the future

F To show that the trampoline was invented many years ago

G To show that the trampoline can be used for different purposes

H To show that people enjoy watching others use trampolines

J To show that people can perform together on a trampoline

A The 2000 Olympic Games included a trampoline event for the first time. George Nissen, the inventor of the trampoline, always dreamed that his invention would one day be used in the Olympics.

B In high school George Nissen was a diver and gymnast. After watching a trapeze artist, he decided to make a bouncer in his garage. However, it did not work as he expected.

C The trampoline was invented by George Nissen, an athlete who wanted a new way to practice his skills. When Nissen began selling trampolines, many people bought them and used them for a variety of purposes.

D As a teenager George Nissen invented a bouncer he could use to jump on. He shared the bouncer with swimmers and divers at a swimming camp. They used the bouncer to practice flips and twists.

F To compare how different types of athletes use Nissen’s invention

G To show that Nissen’s invention is still enjoyable and useful for many people

H To describe how Nissen feels about his invention years after he made it

J To explain when Nissen’s invention was first used in the Olympics

A Only the crayon holders were made while the inventor was in college.

B Only the crayon holders help make a common object easier to use.

C Only the crayon holders can be used to help improve a skill.

D Only the crayon holders can be used by children.

F Cassidy found it easy to sell her product, but Nissen found it difficult.

G Cassidy was not happy with her invention at first, but Nissen was pleased with his at first.

H Cassidy got the idea for her invention at a public event, but Nissen thought of his idea at home.

J Cassidy made her product to avoid waste, but Nissen made his for exercise.

A “The Broken-Crayon Solution” tells about a short period in Cassidy’s life. “Bouncing Around” describes several years of Nissen’s life.

B “The Broken-Crayon Solution” explains many benefits of Cassidy’s product. “Bouncing Around” suggests that there is only one benefit from using Nissen’s product.

C “The Broken-Crayon Solution” describes the steps Cassidy used to make her invention. “Bouncing Around” does not tell how Nissen made his invention.

D “The Broken-Crayon Solution” shows that Cassidy had many interests as a child. “Bouncing Around” shows Nissen had only one interest.

F One day 11-year-old Cassidy Goldstein was trying to work on an art project.

G She noticed that all of her crayons were broken.

H Then Cassidy found some plastic tubes used to hold single-cut flowers.

J She would make her own crayon holders.

A Definition 1

B Definition 2

C Definition 3

D Definition 4

F She wishes he would listen to her.

G She is jealous of him.

H She admires him.

J She wants to protect him.

A To explain the safest time of year to travel by boat on the river

To suggest when the speaker likes to fish in the river

C To identify the best time of year to make friends at the river

D To highlight when the speaker observes changes in the river

F is full of many kinds of fish

G makes a wide path through the land

H is filled with branches

J becomes darker over time

A The river creates problems that the speaker wants to avoid.

B The river gives the speaker a chance to travel to new places.

C The river provides a way for the speaker to be creative.

D The river can be a confusing place for the speaker.

F He is excited about making the meal for his family.

G He likes cooking more than he likes science.

H He feels confused by the unusual items in the kitchen.

J He has cooked meals for his family before

A He hopes he never has to cook again.

B He discovers that cooking is easier than he thought.

C He realizes he made some mistakes while cooking.

D He decides that pasta is his favorite meal to cook.

F Next, I needed a plan. (paragraph 2)

G I’m not allowed to use the stove. (paragraph 5)

H I felt my face turn red. (paragraph 8)

J I couldn’t get the lid off the jar. (paragraph 12)

A does not think Phineas is old enough to cook

B does not mind helping Phineas in the kitchen

C is surprised at how much Phineas wants to cook

D wishes Phineas was better at following directions

F The stove was a giant Bunsen burner, and the pots and pans were beakers and flasks. (paragraph 1)

G Sarah came in from the living room. (paragraph 7)

H Then she showed me what I needed to do. (paragraph 10)

J Sarah wrapped the lid with one of the yellow rubber gloves by the sink, took a deep breath, and twisted. (paragraph 14)