Aiex, the Talking Parrot - Great Neck Public Schools

Student Practice Materials, Grade 3, Narrative Nonfiction Reading

erectionsRead this passage. Then answer questions 1 through 6.

Aiex, the Talking Parrotby Dorothy Hinshaw Patent

Parrots that are trained to talk often say silly things like "Polly want acracker:' Although these birds have learned to imitate the sounds that make upthe words, they dorit really know what they're saying. But there is one parrotwho speaks more than a hundred words and actually understands theirmeanings. He is an African gray pazrot named Alex.

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Dr. Irene Pepperberg, a research scientist, has worked with Alex for manyyears. Teaching Alex to speak and understand wasrit easy at first. He had to learnone word at a time. Irene and an assistant would teach Alex by showing himwhat a word meant. Irene would hold up an object, saying, "What's this?" Herhuman partner would give the word—"pasta;' for example—while Alex watched.Irene would praise her partner, then ask Alex the name of the object. When hegot it right, Irene would praise hun and give him the object to play with as areward. It took Alex many weeks to learn his first word. After that, each newword became easier and easier for hun.

Why did Irene spend so much time getting a parrot to talk? Scientists likeIrene are interested in discovering how intelligent anunals are and how theirbrains work. But studying anunal intelligence has always been difficult, partlybecause anunals hauerit been able to communicate clearly with humans.Teaching Alex to speak words that he understands has let Irene talk to hirndirectly. She can ask hun questions, and he can answer them in English. In thisway, Irene is finding out what sorts of things Alex's brain can do. She has foundthat parrots are much smarter than scientists used to think. The word"birdbrain;' which means someone who isn't very smart, certainly doesn't applyto Alex.

Alex can identify over forty kinds of objects, five different shapes, fivematerials, and seven colors, and he can use his knowledge to solve problems andanswer questions. For example, from a group of objects, he can pick out anumber of things of a certain color, up to the number six. He can also makecomparisons, such as bigger or smaller and same or different, between objects.

"Want wheat!" Alex says loudly. Irene explains to him that she doesn't haveany shredded wheat for him. "How about some crackers, Alex?" she asks.

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Student Practice Materials, Gratle 3, Narrative Nonfiction Reading

"No, no—want wheat!" he replies.

Because it's time for them to work, Zrene ignores his request and shows Alex atray with simple objects scattered over it: a yellow plastic key, a green woodensquaze, afive-cornered piece of yellow felt, a gray rawhide rectangle, a yellowpaper triangle, a red plastic square, and a blue Play-Doh square.

"What material is green, Alex?" Irene asks.

Alex glances over the assortment, then answers, "Wood!" in his clear butcroaky pazrot voice.

10 "Good birdie;' says Irene as she nuzzles hun and hands him the green square.Alex nibbles at it for a moment, then he drops it.

11 "How many yellow?" asks Irene.

12 Alex takes his tune looking over the bright, colorful display on the tray.

13 "Three;' he answers.

14 Irene praises him again. "Good boy, good birdie;' she says as she hands hunthe yellow key to play with.

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15 Alex mouths the key, nibbling at it gently before dropping it.

16 "Wanna go shoulder;' he announces.

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Student Practice Materials, Grade 3, Narrative Nonfction Reading

1 ~ "O.K., you can come onto my shoulder;' answers Irene. She puts out her hand.Alex climbs aboard, and she puts him on her shoulder. He rubs his head againstIrene's cheek. "Do you want some corn?" asks Irene.

18 "Soft corn;' answers Alex> and Irene holds out her hand with a few kernels onit. Alex carefully takes one kernel into his mouth and eats.

19 Alex has shown us that birds like parrots can understand categories such asshape, color, and size. They can solve problems and recognize numbers. BeforeAlex came along, scientists did not believe that animals with such small brainscould do these things.

Zp Alex uses his ability to tallc outside of work sessions, too. At the end of the day,Irene tells Alex she is leaving.

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21 "I'm going to dinner now;' she says. "You be good:'

22 "You be good;' Alex answers.

23 "See you tomorrow;' says Irene.

24 "Bye;' says Alex.

25 "Bye;' she responds.

2(, "I love you;' croaks Alex.

27 Irene's last words as she goes out the door are "I love you, too:'

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%~ What does the word "assistant" mean as it is used in paragraph 2?

A helper

B leader

C neighbor

D friend

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µ Which sentence from the passage shows a cause and effect relationship?

A "But there is one parrot who speaks more than a hundred words andactually understands their meanings:' (paragraph 1)

B "Teaching Alex to speak words that he understands has let Irene talkto him directly." (paragraph 3)

"In this way, Irene is finding out what sorts of things Alex's brain canC do:' (pazagraph 3)

p "He can also make comparisons, such as bigger or smaller and sameor different, between objects:' (paragraph 4)

' Read this sentence from paragraph 4.

Alex can identify over forty kinds of objects, five different shapes, fivematerials, and seven colors, and he can use his knowledge to solve problemsand answer questions.

What is the best meaning of the word "identify" as used in this sentence?

A feel

B look at

C pick up

D recognize

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How does the photograph add to the information in the passage?

A It shows one way that Irene works with Alex.

B It shows that Irene does not talk with Alex.

C It shows that Alexis able to count objects.

D It shows the few objects that Alex cannot name.

Which part of the passage best shows how Alex feels about Irene?

A paragraph 9

B paragraph 10

C paragraph 17

D paragraph 18

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Which detail best supports the main idea of the passage?

A Irene's parrot is named Alex.~Niro

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erectionsRead this article. Then answer questions 8 through 14.

In 1881, Clara Barton founded the American Red Cross, an organization that helps peopleduring times of need.

Excerpt from ~'larct Bartonby Stephen Krensky

"I was what is known as a basbfiil child; Clara confessed in Later years. This was notsurprising considering that she was surrounded by her family and had little contact withstrangers. Bnt shyness was not considered a virCue. In the hope of correcting this deficienry,her parents decided to send her to a neazby boazding school It was quite a change. At home,she had been the only student, leazning from her brothers and sisters. Now there were 150students filling several schoolrooms. And almost all of them were bigger and older than shewas.

2 Clara was good at her studies, but speaking up with dozens of eyes staring at her wasunnerving. She grew pale and lost weight. At the end of her first term, her pazents, herteachers, and her family doctor held a meeting. They decided it would be best for Clara toreturn home.

3 But home had changed. Her family was moving down the hill to a 300-acre farm. The newhouse needed to be fixed, and Clara pitched in to help. Among other things, she leazned howto hang wallpaper and make her own paints.

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4 Some cousins came to live with the Bartons as well. Clara's big sisters had stayed at the oldhouse, which made the change feel even more dramatic. On the bright side, Clams cousinswere closer to her own age. "From never having had any playmates, I now found myself one ofa very lively body of six—three boys and three girls ..:'

5 Clara and her cousins explored the new farm thoroughly, learning the best spot to crossthe streams and where to find the tastiest chestnuts. They played lode-and-seek and balancedon poles in the millstream. Claza's pazents, worried that she was becoming too much of atomboy, forbade her from learning to ice skate. But it was a litkle late to rein Clara in now. Sheenlisted the boys to teach her secretly at night. They ptilled her along, one on each side, whichwas fine, as long as the ice was smooth. But, as Clara remembered, "at length we reached aspot where the ice had been cracked and was full of shazp edges:' Here, she fell repeatedly,injuring herself seriously enoagh that her parents soon found out. They were not pleased, andClara endixred several weeks of their disappointment before life went on as before.

6 In warmer weather, she continued to practiceriding—now with her own horse. hidingbecame second nature to her, and sbe remembered the skill well later in life. But not everyadvance was planned or predictable. In 1832, when she was 11, her brother David was helping

Book 1


to buIld a new family barn. He was working on the ridgepole' when a plank snapped beneathhim and he fell to the ground. At first he seemed to be lazgely unharmed by the accident, buthis internal injuries tixrned out to be serious.

7 No one had to tell Claza what she should do next, and she didn't need to ask. She simplyknew it in herself. She took care of David day and night, rarely leaving his side. And he grewjust as attached to her in return. Clara learned to administer his medicine and manage histreatment with great aplomb. Among her many duties was applying the leeches that weresapposed to suck the bad blood out of David's body.

8 For iwo years, Claza tended to her brother, leaving him for only half a day in all that time.He recovered at last, no thanks to the leeches, due to rest and the ability of his body to healover time.

9 Claza's devotion was not unheard of in the Bazton family. Her great aunt Martha Baiiazd,who died a few years before Claza's birth, had been awell-respected midwife. She haddelivered babies and treated illnesses across a wide swath of the wilderness of Maine. Caringfor her brother had given Clara a special satisfaction. It was something she would alwaysremember.

10 As delighted as Claza was to see David recover, she had trouble simply returning to a life ofher own. The freedom to do as she pleased was no substitute for the feeling of usefulness shehad felt nursing her brother back to health. She felt anxious and unsettled and cast about forsome meaningful way to fill her time.

11 For the moment, she stayed busy doing chores around the farm and helping to look afterher sister Sally's children. As time passed, though, she roamed farther from home, comingto the aid of poor families in the nearby countryside. Some had illnesses that she tended to.Others had money troubles, and she tried to point these families in a direction where theycould get assistance.

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'ridgepole: the horizontal beam that runs along the peak of a roof; the upper ends of therafters aze attached to it' aplomb: confidence and skill

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~~' . How do paragraphs 1 through 4 support a main idea of the article?~~

A by describing how well Clara did at school

B by showing how Clara's parents made decisions

C by showing Clara's behavior around other people

D by providing details about Clara's cousins

~`" ~ Why did Claza return from boazding school?" ~~~'

A The people who cared for Clara were concerned about her health.

B Claza was yoixnger and smaller than most of the other students.

C The teachers thought Clara could lean more at home.

D Claza was unhappy because she missed her family.

~~~ Read this sentence From paragraph 5.4

But it was a little late to rein Clara in now

What does the phrase "to rein Clara in" suggest?

A Clara was too old to play with her cousins.

B Clara was often outside after dazk.

C Clara was determined to learn new things in the country.

D Clara was unable to ride horses.

Page 10 :..

Student Practice Materials, Grade 5, Narrative Nonfiction Reatling

~" '' What do paragraphs S and 6 show abort Clara?~"'~~~r

A Claza is active and adventurous.

B Claza is obedient and intelligent.

C Clara is quiet and cooperative.

D Clara is creative and serious.

~' ' 4 Why is pazagraph 9 important for the azticle?Y~

A It explains why Clara was a good cazetaker to her brother.

B It shows a result of Clara's cazetaking skills.

C It suggests why Claza's great aunt inspired her.

D It connects Clara and her desire to care for people to her great aunt.

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r:~ ._~~~~~ ; How did Clara's relationship with her brother David most affect her life?~n~ -..

A By doing chores for David, Claza realized she enjoyed living at home.

B By caring for David when he was injured, Claza developed a desire to help others.

C By giving David his medicine, Clara learned about effective medical treatments.

D By being home when David fell to the ground, Clara felt responsible for his injuries.

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Page 11

Stutlent Practice Materials, Gratle 5, Narrative Nonfiction Reading

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~~~ Which detail would be most important to include in a swmnary of the article?~~'~`~ ~"

A Clara learned how to ride horses at a young age.

B Claza had a great aunt who was a skilled midwife.

C Clara was seriously hixrt while ice skating with her cousins.

D Clara remembered how good it felt to care for her brother.

Page 12 Book 1

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Talking with Artists:David Wiesnercompeted and edited by Pat Cummings

MY STORY

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1 I think that I always knew I wanted to become an aztist I cari t remember a time whenI wasnt drawing and painting pictures. My oldest sister and my brother were aztisfic, andwatching them draw fascinated me. They had many different art supplies azound the house.There was, and still is, something very appealing about art materials: Boxes of pastels, withincredibly colored, thin, square sticks, fitting snagly into the slots in their trays. Little inkbottles with rubber stoppers and pens with interchangeable metal tips.'Ihe look, smell, andfeel of rich black ink going onto bright white paper in broad, flat strokes or thin, sharp lines. Ifound this captivating.

2 In our town, the housepaint and wallpaper store also sold art supplies. I loved looking atall the exotic things they had for sale. Sandpaper blocks to sharpen pencils. Rows of numberedpencils, and erasers that could be pulled like taffy. Thin drawers full of tubes of paint thatseemed sa rnych mare grown up than the kind we used at school. Complicated easels andwooden boxes to hold everything.

3 My pazents and friends soon saw that I had more than a passing interest in art. It came todefine much of my image. Relafives gave me azt-related birthday gifts. At school I became "thekid who could draw;' a unique distinction, like "brainiest" or "best athlete"—but somehowdifferent. A litHe eveird, actually. I like that.

4 In my lflndergarten class, we had an "art corner:' There was an easel with a large pad ofpaper and poster paints. One day I was painting a picture of a red house. I can vividly recallmy intense frustration because this picture just didrit look like I wanted it to.

5 As I got a little older, I began copying pictures: cartoons, comic books, and magazineillustrations. But mostly dinosaurs. I loved them. The World Book Encyclopedia publisheda book about the history of the eazth, full of very realistic dinosaur pictures that I drewover and over again. They were in black and white and had a hazy quality to them (badprinting, I think}, For a long time, even after I should have known better, I thought they werephotographs ofdinasaurs.

6 I found out a few years ago that these parricular paintings are murals in the Chicago FieldMuseum. I've since seen them in person. They were painted by Charles Knight, the first andmost famous painter of dinosaurs. They are still impressive, and they are in color!

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7 My third-grade class wrote essays on what we wanted to be when we grew up. To me it wasobvious. We read them aloud, and I told about the types of paintings I would soiree day try. Idhave turtles Hrith paintbrushes tied to their backs walking around on a big sheet of paper (I gotchuckles from the class and the teacher). Qr Id fill squirt guns with different colored paintsand shoot at the canvas. I actually tried this with friends! Well, it sounded like a good idea.

8 One of the only discouraging childhood e?cperiences about my artwork happened in theFourth grade. During study time I was drawing a picture. My teacher took it away and wrotean angry note home to my mother: "David would rather be drawing pictures than doing hiswork±? t" I couldrit belisve it, thxee exclamation points, BJe didn't get along well for the rest ofthe year. School art classes" were pretty uninspiring.l did my best work on textbook covers Imade. Art never seemed to be taken as seriously as other subjects.

9 In the eighth grade, a big career day was held. Months before, we wrote suggestions forcareers we wanted to heaz about. On the big day, guest speakers from many fields came to talk.We each chose two sessions to attend, but there wasri t one that came close to anart-relatedfield. I saw some guy talk about oceanography.

10 In high school it actually sank in that I was going to be an artist. My friends read catalogsand saw guidance counselors to pick what theyd study in college. I felt something was wrong.I already Imew. Id always known. I half expected to hear, "No, pataway those paints andchoose a real career:' My parents were excited about my choice; too. As I looked into artschools, I felt like doors were being thrown wide open. UntIl then my art was a private thing,bixt at art school I found a place where everyone was "the kid who coixld draw."

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~~ ~ Why slid Wiesner become interested in art?~.~~~~~~

A He enjoyed watching family members draw,

B He experimented with the birthday gifts he received.

C He found fun pictures in comic books and magazines.

D He browsesi the supplies at the housepaint and wallpaper store.

r '"~ ,` Which quote best eacpresses the main idea of paragraphs 1 and 2?F s ~

A "They had many different art supplies around the house:' (paragraph 1)

B "There was, and still is, something very appealing about art materials ..:' (paragraph 1)

C "I loved looking at all the exotic things they had for sale." (paragraph 2~

D "...paint that seemed so much more grown up than the kind we used at school."(paragraph 2)

..~ Read this sentence from paragraph 7.

,:,Well, it sounded like a good idea.

What does the sentence suggest?

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A The teacher did not approve of Wiesner's future painting plans.

B The class was curious about the paintings Wiesner hoped to create.

C Wiesner and his friends liked painting a canvas with squirt guns.

D Painting with squirt guns did not turn out the way Wiesnee expected.

Page 4 Book 1

Student Practice Materials, Grade 5, Narrative Nonfction Reading

~~~ Which statement describes how Wiesner's parents felt about his college and career plans?r ~~

A His parents encouraged him to go to art school, yet they worried about his futurecareer choices.

B His parents allowed him to choose his career; and they were glad he decided to go toart school.

C His parents knew he would rather do ast than school work, and they acceptedhis choices.

D His parents raised him to be an artist, so they expected him fo choose the right school.

`' " Read this sentence from paragraph 10.$ ~

As I looked into art schools, I felt like doors were being thrown wide open.

What does the phrase "doors were being thrown wide open" suggest?

A Wiesner had always known that he would go to art school.

B Wiesner's parents decided to allow him to attend art school.

C Wiesner found that art school offered many possibilities.

D Wiesner was invited by a large number of art schools.

' Faragraphs 10 and 3 are connected because-; -.r'

A paragraph 10 confirms how surprised Wiesner felt about the label he was given as a childP

o B paragraph 10 shows how Wiesner's friends responded to his childhood interest~.~ ~

C paragraph 10 tells how Wiesner finally found others who shared his creativityY b• p,

v D paragraph 10 describes how Wiesner's image had changed~;F UY dR nd OH H

m °" `~ Which statement is most important to include in a summary of the passage?aNi c y~'` •:v w.i a+ _.

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3 A Wiesner was always interested in drawing and painting pictures.b

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~, B Wiesner was zntertained by the process of drawing with black ink on white paper.3 ti

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C Wiesner was always pleased to receive azt-related gifts for his birthday.a

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Q Wiesner was disappointed because no speaker came to talk about art-related fields.

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Student Practice Materials, Grade 4, Informational Reading

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Read this article. Then answer questions 19 through 24.

O IeS 1.12 OIQri:

a nta~n Bikingby Edith H. Fine and Judith P. Josephson

1 Can you bike up a rocky hill, through a creek, over a fallen log, andthrough a field of boulders?

2 If you're a mountain biker, you can—and love it!

3 Mountain bikers take their bikes where they never used to go, and theyuse special skills and equipment to do it. Would you like to try?

Getting Started

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4 Mountain biking isn't like riding down the street; you need a bike that canhandle the bumps, bangs, and rough treatment off-road riding can offer.Check with friends who already take part in the sport. What kind of bikeworks best for them?

5 Ask questions at bike stores, but remember, they want to sell you a bike,so think carefully about what they tell you. Getting yourself in shape isimportant, too. Biking calls for strong leg and arm muscles, so don't forgetyour deep knee bends and pushups. Before setting out, do your warm-upsand stretches. And when you're done, acool-down period and morestretching will help you keep from getting stiff and sore.

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6 Maneuvering your bike on off-road trails calls for skills not usuallyused around your neighborhood. For example, can you wheelie? On a trail,a wheelie might be the best way to get over a fallen log. Broadslides,bunny-hops, and jumps will also be a part of your arsenal as you attack abiking trail.

7 You should even brush up on your braking techniques (rely more on yourrear brakes when biking off-road) and your gear shifting to make sure youperform both smoothly and confidently even when things are happening fast.

6 2015 ELA Grade 4 Released Questions


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8 It's also a good idea to work on your bike-repair skills. When mountainbiking, you could have a flat tire, a bent rim, or a broken spoke milesfrom help.

9 You should know how to fiY these things yourself.

Competition

10 Mountain bikers compete in four kinds of events:

11 •Cross Country—The winner is the first to make it through a toughcourse filled with obstacles like sharp turns, logs, rocks, streams, and jumps.

12 .Hill Climbs—Bikers compete to see who can ride their bikes up a steep,obstacle-filled hill.

13 .Trials—Not a speed race: bikers try to cross really tough obstacles likeboulder piles, ledges, and ditches without putting a foot down, stopping, orfalling. Judges observe and penalize riders who make errors.

14 . Downhills—Racers zoom down a downhill course. The rider with thebest time wins.

Safety

15 Dorit forget your safety precautions. Always wear a helmet, and arm andknee pads are a good idea, too. Also, remember to keep your equipment ingreat condition. Take care of your bike, and it will take care of you!

2075 ELA Grade 4 Released Questions 7


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I $-, According to the authors, why should readers who want to mountain bike askquestions?

A to figure out if they can do mountain biking tricks

B to figure out if they are ready for mountain biking

C to leazn where they aze allowed to ride their bikes

D to make sure they choose the right type of bike

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2~ How does the information in pazagraphs 4 and 5 support a main idea of the article?~~ _

A by explaining how to prepare for mountain biking

B by giving details about the difficulty of mountain biking

C by showing how mountain biking can be painful

D by describing what muscles are used in mountain biking

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i~ Read this sentence from paragraph 6.„~ ==.r

Broadslides, bunny-hops, and jumps will also be a part of your arsenal as youattack a biking trail.

What does "arsenal" refer to in this sentence?

Q a type of event

B a type of brake

C a collection of skills

D a place to mountain bike

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events need to be watched closely?

A to keep track of riders' times

B to keep track of riders' mistakes

C to make sure riders wear helmets

d to make sure riders are staying safe

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~ `~ According to the authors, how will training, learning about bike equipment, andwearing helmets and pads help riders?

A Riders will be prepazed to safely enjoy mountain biking.

B Riders will win mountain biking competitions.

C Riders will not get stiff and sore after biking.

D Riders will not get Iost while biking.

142040] 3

~"~ Which sentence from the teact best summarizes a main idea of the article?~~=~u~a

A "Check with friends who already take part in the sport:' (paragraph 4)

B "Ask questions at bike stores, but remember, they want to sell you a bike, so thinkcarefully about what they tell you:' (paragraph S)

C "Maneuvering your bike on off-road trails calls for skills not usually used aroundyour neighborhood:' (paragraph 6)

D "The winner is the first to make it through a tough course filled with obstacleslike sharp turns, logs, rocks, streams, and jumps:' (paragraph 11)

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m 2015 ELA Grade 4 Released Questions

Stutlent Practice Materials, Grade 5, Informational Reatling

erectionsRead this article. Then answer questions 36 through 42.

Excerpt from High ~vlumeHeaxing loss is on the rise.

Listening to MP3 players at high volumes can damage young ears.

1 Yahaira likes listening to rap and hip-hop music on her MP3 player, and she likes itloud! "It doesn't have the same effect when it's quiet;' says the 14-yeaz-old student from NewRochelle, N.Y.

2 Yahaira and other teens should pay attenflon to a recent study that shows that hearing losshas been rising among U.S. teens. Researchers at Brigham and Women's Hospital in Boston,Mass., found an increase of 30 percent in heazing loss since the eazly 1990s. About one in fiveteenagers now have some degree of heazing damage.

3 The researchers did not say why hearing loss has risen, bixt other experts have strongsuspicions. One likely culprit, they say, is MP3 players. "These are very powerful instruments;says Tommie Robinson Jr., a professor of pediatrics at George Washington University.

Damaged Hairs

4 An MP3 player can be hazardous to hearing when its decibel level is turned up too high.A decibel is a unit that indicates how loud a sound is. High-decibel sounds can damagetiny, delicate nerve endings, called hair cells, in the inner eaz, according to Robert Novak, aprofessor of speech, language, and hearing science at Purdue University.

S If a sound is loud enough, the damage can be permanent. A loud sound can shake themembrane on which the hair cells sit—"like an earthquake; he says. That vibration can breakor even uproot hair cells. "When that happens, the hair cells aze finished; he adds. Hixman

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ears cannot regrow hair cells.

Turn It Down

6 What is a safe volume level on your personal stereo? Novak saggests setting it to acomfortable volume in a quiet room. From then on, don't turn the volume above that levelno matter w*here you aze. "You should be able to heaz someone talluig to you at a normalconversational level from a distance of 3 feet;' says Novak. If others can hear your music, thevolume is too high.

7 Yahaira admits that sometimes after listening to loud music, her eazs make a ringingsound. That coald be a sign that her habit of listening to loud music is damaging her hearing.She plans to start playing her music quieter.

8 "Hewing is the one sense that enables humans to most easIly use language and developspeech and build relationships;' says Novak. "So we need to protect that very special sense:'

Page 2

Student Practice Materials, Gretle 5, informational Reading

The LOUDNESS Waz

9 The loudness of today's music may not be totally ender your control Music companieshave been deliberately turning rip the volume. IPs a trend called the loudness war.

10 Play a CD from the 1980s or 90s. Then play a newly released tune. Don't touch the volumecontrol. You'll probably notice that the new CD sounds louder than the old one. Why? Soundengineers who create CDs are using dynamic range compression, a technology that makes thequiet parts of a song louder and the loixd parts quieter. The overall effect of compression is alouder recording.

11 Many musicians and sound engineers aren't pleased. They say that compression is drivingdown the quality of today's music, making it sound flat and blaring. Gazy Hobish, a soundengineer, explains that music should be a combination of loudness and softness. "This isone of the things that gives our music dimension; he says. But music companies want tomake music louder so it will stand out. That's important in the competition among recordingcompanies.

12 What about listeners? Many people listen to music on the go in noisy places and throughheadphones, all of which reduce sound quality. So young listeners may not notice the poorerquality of modem recordings. "To their eus,"says Hobish, "the music sounds fine becausethey've never compared it to anything else."

Outer Ear

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SoundWaves

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Page 3


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What does the simile "like an earthquake" in paragraph 5 help the reader understand?

A that volume can strongly affect parts of the ear

B that hair cells are easily damaged

C how oar body is unable to re-grow hair cells

D how much damage the ear can take

How do pazagraphs 4 and 5 connect to paragraph 6?

A Pazagraphs 4 and 5 e~cplain how hearing loss can occur, and paragraph 6 eacplains how toprevent it.

B Paragraphs 4 and 5 show what damage can occur, and paragraph 6 shows how itaffects people.

C Pazagraphs 4 and 5 describe how the ear can be damaged, and paragraph 6 describes howpeople react to the damage.

D Paragraphs 4 and 5 explain why ears get damaged, and paragraph 6 explains whyprotecting hearing is important.

Which evidence best supports a claim made by the author in paragraph 4?

Q "If others can hear your music, the volume is too high." (paragraph 6)

B "Yahaira admits that sometimes after listening to loud music, her ears male a ringingsoand." (paragraph 7)

C "So we need to protect that very special sense:' (pazagraph S)

D "Music comvanies have been deliberately tnrnin~ uv the volume:' (paragraph 9)

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Student Practice Materials, Grade 5, Informational Reatling

~" : According to paragraphs 4 through 12, how is the music bixsiness today different from the'~~-' business in the 1980s ar 1990s?

A Today's music companies control the volume of music more than in the past.

B Today's music companies compete against each other more than in the past.

C Today's listeners of music like their music louder than they did in the past

D Today's sound engineers make music sound clearer than it did in the past.

"'~~'` Which paragraph best eacplains how loud noises can damage our heazing?~~~'~~ ~~;

A paragraph 1

B pazagraph 5

C paragraph 7

D pazagraph 13

t °~~'': Which information e~cplained in paragraph 13 does the drawing help the reader understand?~ ~~

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B the position of the parts of the eaz

C the order in which sound waves strike the pazts of the ear

D the size of sottnd waves when moving through the parts of the ear

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Page 5


u >~~~~ Which idea is most important to include in a swnniary of the article?fir:: =

A Masic is not as powerful when played at quiet volumes.

B Powerful instruments cause most hearing loss.

C Choosing to play music quietly can protect hearing.

D Music companies determine safe volame levels.

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trectionsRead this article. Then answer questions 1 through 6.

Many motion pictures have exciting and thrilling action scenes. The people whoperform in these scenes are called stunt performers. They often stand in for themovie stars when the risk of injury is greater.

Excerpt from Stunt Performersby Tony Hyland

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i Do you want to be a stunt performer?

2 Could you be a stunt performer,performing spectacular stunts in frontof an audience or movie camera?

3 Stunt performers perform aerialacrobatics in circuses or dangerousstunts for the movies. Circus performerscan swing on the flying trapeze highabove the audience: Stunt actors cancrash speeding cars in,movie stunts.

4 We all love watching exciting stunts.Most people will enjoy the show and go home. For the stunt performers, this isthe day's work. They'll be back doing more spectacular stunts the following day.

5 Stunt work is an extreme j ob. The training is hard and the stunts can bedangerous. But performers enjoy the thrill of their work and push themselveshard to do more spectacular stunts.

6 Perhaps you could be a stunt performer one day.

Stunt actor or circus performer?

7 Stunt actors work in movies and television shows. They work hard to make itlook as if someone else is doing the stunt. Circus performers work just as hard tobe the stars of the show.

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Page 2 :..


S Stunt actors caressed np as the stars in a movie do all the dangerous anddi6icult scenes. Movie scenes can be edited to cut out some parts and put othersin. Film crews can take hours to shoat an action scene. The audience only sees afew exciting moments.

9 Circus artists perform spectacular stunts live, in front of an and~ence. If thestunt goes wrong, there is no chance to do it again.

Life as a stunt performer

10 Stunt actors lead a busy and energetic liPe.'Ihey must be fit and strong. Manystazt off in mazrial arts or gymnastics, where they leazn to develop fle~cibility andfall safely.

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i l Experienced stunt actors learn many extra skiIls Bach as horse riding,working with explosives, and scuba diving. Some become specialists in one skill,such as stunt driving,

12 Stunt actors work wherever movies or television shows are made. Hollywoodis known as the movie capital of the world. Other places with busy movie ortelevision studios include Vancouver in Canada, and Queensland in Australia.Stunt actors often work on location. This means filming in remote places suchas deserts, jungles, and mountains. Stunt actors working on these jobs are awayfrom home for weeks, or even months.

Circus life

13 Circus life is also busy and active. Performers need to be strong and agile.They need a good sense of balance and a head for heights. The circus is nota place for shy people; circus performers enjoy being the center of attention.Most circus acts are performed to music. The rhythm of the music gives theperformers cues for each secrion of their act.

14 Many circuses travel from town to town. They stay fox a week, and then movean. Circus performers are used to this. traveling life. Many have no other homebut the circus. They live in large caravans or trailers. Circus families often traveltogether, with the children learning to join their parents' act. Circus childrendon't usually go to school. They study by correspondence, or have a teacher whotravels with the circus.

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:. Page 3

Student Practice Materials, Grade 4, informational Reading

Risks and dangers

15 Stunt performers ofall types know that their jobs are risky. They don't let therisks stop them. Their skills and training usually keep them safe. Some of therisks for stunt performers aze:

16 Falls Stunt performers are used to falls, and know how toland safely. But a fall from the highwire or trapezecan be deadly.

17 Sports injuries Stunt performers are hard. on their bodies. They oftensuffer exactly the same sprains and knee damage thatsports stars do.

18 Fire and explosions Movie fires and e~losions are spectacular, but ifsomething goes wrong, stunt actors can be badlyhurt.

19 Accidents A slight miscalculation, or a piece of damagedequipment, can cause a bad acciden#. That's whyperformers practice their stunts and check theirequipment closely.

2t1 Bad weather Wind and rain on a movie set can create unexpectedhazards for stunt actors.

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Page 4


Which sentence from the article beat explains why stunt performers are willing to dosuch a dangerous job?

A "For the stunt performers, this is the day's work" (paragraph 4)

B "But performers enjoy the thrill of their work and push themselves hard to domore spectacular stunts:' (paragraph 5)

C "They work hard to make it look as if someone else is doing the stunt:'(paragraph 7)

D "This means filming in remote places such as deserts, jungles, and mountains:'(paragraph l2)

Based on paragraphs 10 thraugh 12, what must stunt actors do to train for their jobs?

!~ They must work to get their bodies ready for action and in good shape.

B They moat live in far off places.

C They must learn to be either a gymnast or a martial artist.

p They must 6ewme specialists in horse riding, working with explosives, and scabsdiving.

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Based on the article, why do some stunt actors spend long periods of tune away fromhome?

/~ They need to live in different parts of the world to be able to help the actors.

B They need to hike and climb in deserts, jungles, and mountains to help them stayin shape.

C Tchey need to travel to the different places where movies and television shows arel~~i

d They need to go to different places to Iearn new skills from eacperts.

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:.. Page 5

Stutlent Practice Materials, Gratle 4, Infortnatlonal Reading

Based on the article, music helps circus performers by

A calming their fears when they are in fmnt of an audience

B reminding them of home when they are performing in naw places

C letting them know when to begin and end parts of their shows

D allowing tkem to rela~c daring difIIcult stunts

How do paragraphs 15 thmagh 14 support the author's main points?

A They show that stunt performing has too many dangers.

B They give details about how stunt performers train their bodies.

C They show how stunt performing is something everyone can do.

D They give details about the types of danger stunt performers face.

Which paragraph best supports a main idea of the article?.

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irections20502]P


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by Jill Lederman

Don't think robots are a part of your life? Think again! They're in more places thanyou might know. In factories, robots put together everything from toys to cazs. Somehomes have robots that vacuum floors or mow the lawn. And more robots ue soon tocome. F~cperts predict that by 2025 we could have robots in every household!

Featured here are robots that have made news lately for the innovafive ways they helppeople at home or at work You might be living or working with one of them one day!

Like a Human

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3 Robots don't expect any thanks for all thework they do for us. After all, they don't havefeelings. But that maybe changing with New, arobot created by scientists at the MassachusettsInstitute of Technology (MIT). Neaci can move itsface to show anger, happiness, or sadness. It canalso raise its eyebrows to show surprise.

4 Humans can communicate using facialeacpressions. That's why researchers want Nexi touse them too. "Facial and body expressions help todevelop trust and understanding between a personand robot;' explains robotics reseucher SoniaChernova. She helped develop Neaci at MIT.

5 Nexi was designed to work with people ingroups. People will be better able to work on ateam with Neaci if it can communicate like they do.

6 Neaci can also talk, identify human faces,follow a person with its gaze, and pick up smallobjects.

Household Helpers

7 How would you like a robot to help clean up your toys, or one that playshide-and-seek with you? Nao (NOW) can be programmed to do both those activifles, andmore. Atwo-foot-tall robot, Nao was designed by a company in France to be a helper andcompanion.


Nao robot


Nao can talk and walk. It can also remember faces, voices, and places. And it can beprogrammed to assist with daily tasks, such as checking e-mail. Experts on roboticinventions say that robots like Nao are here to stay. They predict that about 12 millionhome-service robots will be sold over the neact few yeazs. Nao is expected to be availablein stores soon.

Robots at Work

Need a lift out of bed? RIBA, short for "Robot for Interactive Body Assistance;' willlend its helpful arms! Some patients at hospitals and nursing homes have a hazd tunegetting in and out of bed. RIBA can gently lift a patient out of bed and help hun or herinto a wheelchair. The robot can safely pick up and cazry people weighing as much as135 pounds. RIBA°s inventors in Japan made RIBA look like a teddy bear to cheer uppatients. RIBA can also recognize faces and voices, and respond to spoken commands.Eacperts say RIBA could be helping nurses at hospitals in as few as five yeas.

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Water Bots

10 Robots that work in water—andresemble familiar sea creatures—aremaking a splash too. One of them is arobotic fish. Researchers at MIT buIltthe robo-fish to swim in water to detectpollution. It can also locate submergedships or oil and gas pipelines.

11 Other new underwater robots looklike clams, manta rays, and lobsters.The two-foot-long robotic lobster haseight legs to crawl along the seafloor. Itmay one day help the U.S. Navy checkfor underwater weapons.

12 There's even a robotic penguin!Engineers in Germany designed it. Called the AquaPenguin, it uses flippers to paddle andcan move in all directions. Real penguins cant swan backward, but AquaPenguin can!Still, AquaPenguin is meant to show just how life-like technology can be.

2015 ELA Grade 5 Released 9uestions 13

Robotic fish


13205004] 3

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~r Why do scientists want to create robots that unitate human facial expressions?

A to encourage people to buy robots to do their tasks

B to encourage people to pay more attention to robotic work

C to help create a better connection between robots and people

D to help establish a reason for robots and people to work together

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ri~ Which evidence best supports the idea that robots could be in every household by theyear 2025?

A Robots can perform daily tasks.

B Robots can work in many places.

C Robots can show human emotions.

Q Robots can replace human workers.

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132050034 2ate''

~4'~" Which evidence best supports the idea that Nao will be a popular invention?9Y

A Nao is able to talk and walk.

B Nao has a number of different uses.

C Nao is the first robot to pick up toys.

D Nao has been praised by robotic experts.

Y 32050032 1~ FGt";

~~ Based on the azticle, which statement best eacplains what Nexi, Nao, and RI$A havei ~ ~ ~ ~ in common?

A They interact and communicate with humans.

B They have many possible militazy applications.

C They can perform medical services that pose difficulties to people.

D They are designed to imitate human emotions and facial expressions.

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o ~2075 ELA Grade 5 Released Questions 15

Student Praciice Materials, Grade 5, Informational Reading

132050036 3( ~ ::

~>~~_,,; What does the expression "making a splash" (paragraph 10) mean?

A getting soaked

B swimming along

C creating excitement

D cleaning up

13]050025 4~ ~::

~4$I Which detaff best shows that robots can perform tasks that are difficult for humans?~:;-~xs;

A "They're in more places than you might know." (paragraph 1)

B "Some homes have robots that vacuum floors or mow the lawn:' (paragraph 1)

C "You might be living or working with one of them one day!" (paragraph 2)

d "It can also locate submerged ships or oIl and gas pipelines:' (paragraph 10)

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k~~~t ~ Which detaIl would be most important to include in a summary of the article?

A A robotic penguin was designed by engineers in Germany.

B Because Ne~ci can raise its eyebrows, it can express feelings and emotions.

C Nao is atwo-foot-tall robot that can be programmed to perform several tasks.

D Because some new robots act like humans in many ways, they will work well with people.

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w a.d a.w" v 2015 ELA Grade 5 Released Questions 17

Student Practice Materials, Grade 4, Informational Reatling

erections20901BP


Pioneer Funby Kerrily Sapet

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1 Can you imagine life without video games or trips to the mall? Forpioneer children growing up in the 1800s, the nearest town could be daysaway by horseback or covered wagon. Trips to the town store were treats forchildren, as families might only visit them a few times a year. Inside thestore, pioneer children glimpsed toys, but none that ran on batteries orelectricity.

2 Town stores featured candy, jump ropes, marbles, books that weredesigned to teach children good behavior, china and paper dolls. But eventhese simple toys were expensive. Most pioneer families had little money forfun and games. Parents needed to spend their hard-earned money on itemsthat they couldn't make themselves, such as tools, nails, and shoes.

3 Without store-bought toys, pioneer children made their own fun out ofwhat they had. This could be difficult too, as pioneers wasted nothing.Families used every precious item. They braided small scraps of fabric intorugs, made jelly from apple peels, and wrote with homemade ink createdfrom water and soot. Short on money and supplies, kids used theirunaginations, creating toys out of stones, sticks, buttons, cornhusks, wood,broom straws, and scraps of fabric.

4 Pioneer children made dolls, simple wooden tops and whirling toys,shaped marbles and beads out of clay, and played counting games. Theycreated their own fun, making stepping stone bridges, sliding on frozenstreams, and inventing new games to. play. Some of the games they playedhave been memorized and handed down from generation to generation andare still played today, like hopscotch, jump rope, hide and seek, and "Mother,May Iz>,

5 Today, pioneer crafts and games are just as much fun. Step back in timeand try your hand at making these toys from over 100 years ago.

2015 ELA Grade 4 Released Questions ~~


Pioneers were definitely handy with a needle and thread, as clothes,blankets, pillows, and most other items were made by hand. Frontierchildren made this toy if their mother had an extra button. If shedidn't, they might have been lucky enough for their father to whittlethem a button, and then the same toy was called a buzzsaw.

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Stuff Yau Need•piece of string twice as long as your arm•large button with two holes

Make it:

1. Thread the string through thebuttonholes. Tie the ends in a knot,forming a loop.

2. Hold each end of the string, so that thebutton is in the middle.

3. Swing the button in a circle to windup the string.

4. Pull your hands apart and push themtogether again. The button will whirland sing as it swings.

'2 2015 EIA Grade 4 Released Questions


Pioneers had no electricity so after sunset and before sunrise they usedcandlelight. To carry candles they used lanterns, which lit the inside oftheir dark barns and cabins, but protected against fire.

Stuff You Need (Adult help is suggested}

•empty tin can (any size will work, just makesure it doesn't have sharp edges)•hammer•different size nails• 12-inch long piece of wire

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Make it:

1. Fill a can with water and place it in the freezer until the water isfrozen. The ice will give you a hard surface to hammer against.

2. Draw a pattern on the outside of the tin can.3. Use the hammer to punch holes in the can with the nails, according

to your pattern. The more holes you make, the more the candlelightcan shine through.

4. Make two nail holes near the top of the can on opposite sides forstringing a handle.

5. String the wire through the holes at the top. Wrap the ends of thewire around the holes a few times to secure the handle.

6. Place a small candle or tea light on the bottom of your lantern.Watch for the interesting shadows it will create!



iazoaoozz i€~" ~k;y 51a`' Which information most contributes to the organization of paragraph 1?.~e

A the comparison to the toys of today

B the explanation of the problem of transportation

C the mention of the cause for only a few trips to town

D the use of words and numbers that indicate periods of tune

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~,~: Which sentence gives the best evidence that readers can relate the article to their,~:..-own lives?

A "Town stores featured candy, jump ropes, marbles, books that were designed toteach children good behavior, china and paper dolls:' (paragraph 2)

B "Without store-bought toys, pioneer children made their own fun out of what theyhad:' (paragraph 3)

C "Some of the games they played have been memorized and handed down fromgeneration to generation and are still played today, like hopscotch, jump rope,hide and seek, and Mother, May I?' " (paragraph 4)

D "Step back in time and try your hand at making these toys from over 100 yearsago." (pazagraph 5)

'Q 2015 ECA Grade 4 Released Questions


~aaoaooi~ a

~~~' Which sentence best supports a main idea of the article?

A "For pioneer children growing up in the 1800s, the nearest town could be daysaway by horseback or covered wagon:' (pazagraph 1)

B "Most pioneer families had little money for fun and games" (paragraph 2)

C "Without store-bought toys, pioneer children made their own fun out of what theyhad:'(paragraph 3}

D "Today, pioneer crafts and games are just as much fun:' (paragraph 5)

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A step 1

B step 2

C step 3

D step 4

2015 EtA Grade 4 Released Questions 75


iazoaooza ze ~~,,,~~~ Step 1 for making a rin can lantern is helpful because

A nails will not puncture the hard surface created by the ice inside

B it allows the lantern maker to avoid smashing in the side of the can

C a hard surface will allow the lantern maker to draw detailed patterns

D it allows the lantern maker to avoid scratching the surface of the can

tazoaoosi a ____

~k tNhich definition of "secure" best matches its use in step 5 of "Tin Can Lantern"?

A to remove from danger

B to get for oneself

C to protect an area

D to attach firmly

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4


irections205061P


by Tyrus Cukavac

It takes me 17 hours and 5 different airplanes to get from New York City to the spoton Earth that's most sunIlar to the planet Mars. I finally arrive on Devon Island, inCanada. It is about 900 miles from the North Pole. Now I have some idea of what it's liketo be on the Red Planet.

Humans ue many years away from being ready to go to Mars. But some scientists arealready getting ready for the trip. Every sursuner, 25 to 30 experts gather on Devon Island.They are part of the Haughton Mars Project. Through this project, the scientists doresearch to prepare for future space explorafion.

Much Like Mars

National Aeronautics and Space Administration (NASA) scientist Pascal Lee startedthe project in 1997. He's come to the island every summer since then. Lee tells me that hechose Devon Island partly because it has an unpact crater. That is a large hole in theground caused by a meteorite. The surface of Mazs is filled with such craters. With itsfrigid desert environment, Devon Island's Haughton Crater comes closest to the craters onMazs.

4 However, Devon Island isnt exactly like Mars. For example, on Mars, temperatures candrop to as low as -200°R ThaPs about four times as cold as it ever gets on the island. Butlike Mars, no one lives on Devon Island.

5 For most of the year, the island's terrain is covered in snow That means people can_„0 o i work there only during the summer months, when the average temperature is about 34°F.

~ (In fact, the island gets 24 hours of sunlight most days during the summer!)N WY a 6 At Naughton Crater, I watch the scienfists perform eicperunents to practice working in

v ~ a Mus-like environment. Some wear spacesuits as they walk across the terrain. Others test.o how well their robot rovers collect rock and soil samples. The scientists even set up aa greenhouse. This is to see how plants might grow under mostly lifeless conditions.

u rnb ~ 7 "We're giving ourselves tasks that are very sunilaz to what humans on Mars would3 have to do;' Lee tells me.

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3 ~ 8 The scientists must also be able to get by without any help or additional supplies froma i the outside world. That is just as it would be if they were on Mars. For much of the time,

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cell-phone and Internet service is very limited on Devon Island. But this actually helps thescienfists. How? It lets them figure out what they would need to make human explorationsof Mars successful and safe.

"This is what the earliest pioneers must have eacperienced when they started building atown;' says Lee.

A Future on Mars

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10 Scientists have been studying Mars for decades. Recent robot missions there foundpossible signs of frozen water. This suggests that life may have once e~sted on Mazs. Itmight even east there now. (EYperts say that such life would be tiny, probably no biggerthan a single cell.) Human exploration of Mus could help provide answers about whetherlife was ever there.

11 NASA officials have said that they hope to put astronauts on the Red Planet by 2030.Until then, the scientists I have met at Naughton Crater are working to make sure thathumans will be ready for such an adventure.

2075 ELA Grade 5 Released Questions


is2osoizo_a'mac,'

~2~.' What does the word "terrain" mean as it is used in pazagraph 5?e: fyn x=4i:

A bodies of water

B plant life

C surface features of the land

D azea with small amounts of rain

iazuemia in •x -

~ ,: Which detail best reflects the main goal of the Haughton Mars Project?

A "Now I have some idea of what iYs like to be on the Red Planet." (paragraph 1)

B "That means people can work there only during the summer months ..:' (paragraph 5)

C "Others test how well their robot rovers collect rock and soft samples." (paragraph 6)

D "Recent robot missions there found possible signs of frozen water:' (paragraph 10)

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13205~N2 2-„

~Z~ Which sentence best supports the main idea of paragraphs 3 through 5?e::~,~~;

A "It is about 900 miles from the North Pole:' (paragraph i)

B "It lets them figure out what they would need to make human explorations of Marssuccessful and safe." (paragraph 8)

C "Scientists have been studying Mazs for decades." (paragraph 10)

CJ "NASA officials have said that they hope to put astronauts on the Red Planet by 2030."(paragraph 11)

13P050118 1~{F. e

~~~, Which evidence best supports the point the author makes in paragraph 11?E::~r,5;:-,

A Scientists are practicing tasks they might perform on Mars.

B Scientists work on the island during the summer months.

C Scientists have gathered on the island since 1997.

d Scientists ue limiting phone and Internet use.

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132050109 3~Ykt +Ar

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°~' How have recent robot missions to Mars affected future exploration by humans?~:.

A The missions determined when humans can safely travel to Mars.

B The missions suggested that humans will be able to survive on Mars.

C The missions discovered proof of life on Mars that only humans can confirm.

D The missions raised new questions about life on Mars that humans may answer.

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Student Practice Materials, Grade 5, Inforcnational Reading

132050fl6 3

~g: Why does the author quote Dr. Pascal Lee throughout the article?,~~~_;

A Dr. Lee is the scientist on the island who has the most information about Mars.

B Dr. Lee was hired by NASA to be the neact scientist to eacplore Mars.

C Dr. Lee started the Naughton Mars Project and has remained involved since itsbeginning.

d Dr. Lee lives at the research site on Devon Island and conducts eacpernnents throughoutthe year.

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irectionsRead this article. Then answer questions 36 through 42.

Two Bays with No Phoneby Sarah Jane Brinn

F~perts worry that teen teating is out of control. Could you give up your phone for48 hours? Qur brave volunteers did.

1 Instead of sleeping, Kenny Alarcon, 16, often texts with his friends through the night. "Youget an arge;' eacplains the teen, who lives in the Brorix in New York City. "When I get a text,I'm itching to zespond to it even if I want to sleep"

2 Franchesca Gazcia, a high school senior from Providence, Rhode Island, has also felt theneed to stay constantly connected. We asked how many teats she sent and received each day."I don t know ...maybe 1,000?" she ansti~ered. "It's too many to count:'

3 It probably won't surprise you that teens aze texting more than ever before. Some expertsare worried about how all that texring is affecting teenagers' lives.

Teens in Trouble?

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4 One concern is that students might not learn correct grammar and spelling if most of thewriting they do is made up of text messages. Some people also worry that because teens teatso much, they dori t spend enough time talking with others face-to-face. That could be hurtingtheir relationships with friends and family.

5 Plus, all that texting (and time on social media) takes away from hours that could be spentstudying, exercising, pursuing a hobby, or just relaxing.

6 Dr. Elizabeth Dowdell is a professor at Villanova University in Pennsylvania. She says thatmany people expect to be able to access anyone or to be accessed by anyone at any time. "IYsvery appealing, especially to a middle or higA school student;' she e~lains. "The problem is,there's no downtime:' And people need downtime—especially when it comes to sleep.

Sleep Texting

Bpth Franchesca and Kenna told ns that they wake up several times dur9ng the night totext. Kenny even sleeps with his phone beneath his pillow.

8 Dr. Dowdell says that iPs common for teens' sleep to be interrupted by texts. Sometimesteens even send texts filled with nonsense words when they don't wake up all the way. She hasbeen studying this trend, which she calls "sleep texting:'

Go V/■

Page 2 :..


Why is sleep texting a problem? Adolescents need a solid 8,10, even 11 hours of sleepto really function and to think clearlp;' reports Dr. Dowdell. If they regulazly lose sleep,she adds, teens may start having trouble in school. They may became grumpy,. angry, ordepressed. A lack of sleep can lead to weight gain and even obesity. That's because manypeople turn to jumk food for quick energy when they aze tired.

The 48-Hour Challenge

10 According to Dr. Dowdell, teens need to learn that they can—and should—turn off theirphones sometimes. So we decided to have Kenny and Franchesca do an experiment.

11 These were the rules: No phone for 48 hours. No computer ox Internet either artless it wasfor schoolwork. No Twitter, no Instagram.

12 Would these two teenagers be able to do it?

13 "I think I'm going to feel really isolated;' Kenny worried. Franchesca was nervous butbrave. "I'm excited for the challenge; she said. "I dorit know whaPs going to happen:'

14 Kenny and Franchesca handed their phones to their mothers for safekeeping. Thechallenge was on.

The Results

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15 We caught up with Kenny and Franchesca afrer 48 phone-free hours. "Wow, it was puretorture; Kenny joked. But though life with no phone wasrit easy, he admitted "it had benefits:'

16 Sure, Kenny missed his friends, and he was sad at times. But he also felt relief from theconstant texting. "Sometimes iYs teenager drama, people gossiping; he explained. "I felt lessstressed because I didn't Rave to be involved."

17 Instead of teacting, Kenny went to the gym and caught up on schoolwork. The first night,he told us, "I slept for 18 hours!" He also spent time sitting with his family and talking.Kenny's mom helped him with homework for the first time in two yeazs. Said Kenny, "I feltcloser to my pazents:'

18 Franchesca had an even happier result when she put away her phone. "I loved it!" shesaid. "I was going to the g}nn and hanging out with friends and pla}ping basketball. I had awonderful experience:' She slept better too.

19 Franchesca decided to continue the experiment for a while. "I think I'll be so mixchsmarter and healthier;' she explained. "Everybody in the world should try it:'

20 Kenny doesrit plan to give up his phone again. But he now knows that he can live withoutit Said the teen, "It was a reality check."

0~~~

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----Page 3


~~~~ Which evidence best supports the claims the author makes in paragraph 4?€~

A "They may become grumpy, angry, or depressed:' (parag~~aph 9)

B "Sure, Kenny missed his friends, and he was sad at rimes:' (paragraph 16)

C "Kenny's mom helped him with homework for the first time in two yeazs:'(paragraph 17)

D "I had a wonderfixl experience:' (paragraph 18)

~37 What does Dr. Elizabeth Dowdell suggest when she says "people expect to be able to accessr' >,anyone or to be accessed by anyone at any time ? (paragraph 5)

A Teens need to stay available by phone at all times.

B .Many teens want to own a phone that receives teacts.

C Constant phone use is a behavior of teens that cannot be changed.

D Teens are so used to having phones that nonstop texting has become a habit.

,3 Hoty does the author organize paragraphs 15 Chrongh 20.38 _ '

A by describing the events of the expzriment in the order that they happened

B by explaining the goals and direcfions of the experiment

C by showing the reasons for doing the experiment with the two teens

D by comparing the effects that the experiment had on fhe two teens~aa w• oG M

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~~~F What can the reader infer from paragraphs 17 through 20?tS~.:,x.,.:.:

A Asking teens to live without their phones r~~ill help them become smarter.

B Teens may not realize how different their lives can be without their phones.

C Teens around the world rill enjoy experimenting with their phone use.

D F~cpecting teens to give up their phones is not realistic.

Page 4

Student Practice Materials, Gratle 5, Informational Reading

~ `'~"~ How were Kenny's and Franchesca's reactions to the 48-hour challenge different?~ ~~~.:to

A Only Franchesca benefitted from better sleep with no texting interruptions.

B Only Franchesca fully appreciated the freedom of having nn phone.

C Only Kenny participated in physical activities insteaxl of constant texting.

D Only Kenny spent rime talking with people after giving up the phone.

~~ ~ , Which statement best expresses a main idea o£ the arricle?tt~-a~.

A "Some experts are worried about how all that texting is affecting teenagers' lives:'(pazagraph 3)

B "If they regixlarly lose sleep, she adds, teens may start having trouble in school:'(paragraph 9}

C "Kenny and Franchesca handed their phones to their mothers for safekeeping."(paragraph 14)

D "Franchesca decided to continue the experiment for a while." (paragraph 19}

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``'`~ z Which detail would be most important to include in a summary of the article?4~.f~~;r._

A Kenny admits to sleeping with leis phone under his pillow.

B Franchesca claims to exchangz a thousand texts per day.

C The teens engage in gossip and drama without their phones.

D The teens have more free time when they give up texting.

~! i

Page 5

Stutlent Practice Materials, Grade 4, Informational Reading

~PBCtiDtiS


i ~ ~'

by Betsy Dru Tecco

Have yon ever tried to run a mile? If your school participates in thePresident's Challenge, chances are you have taken the Physical Fitness Test. Oneof the five activities in that test is the endurance run/walls, That activity asks youto complete a 1-mile distance as fast as you can. As your body becomes moreconditioned to the exercise, you'll get the endurance to go even fazther andfaster.

Prepare Yor~eself

2 "Rwining a mile is a great accomplishment—no matter how long it takes. Butbo perform. your best in the mile run, and to feet good doing it, you really need to

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prepare properly," says Larry Greene. Heis an exercise science expert, a formerprofessional distance runner and coach,and a coauthor of Training for Young➢istance Runners.

3 One way to start ramiing is to joina school team or a local running slabthat has a good coach, advises Greene.A coach can teach you correct runningform-thaPs how you hold your bodyand move your azms and legs. Good formis important far avoiding injuries anddoing your best, Greene says, but ids notsomething you can learn completely onyour own. A coach can also remind you topace yourself. "If }*ou start too fast, you'llhave to slow down or stop due to fat(gue;he explains. "ffyou start too slowly, youmight not achieve your time goal."

To make your run more fun,add a silly challenge aftereach lap. For example, runane lap, and then-stop anddance like a rock star for aminute. Then continuerunning. After your secondlap, pretend you are amonkey climbing a tree.

Come up with new challengesto do after eaeh lap. What aresome other goofy things youcould do after each laps Whatare some ways you can addother types of exercisebetween each lap?

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4 'Ihe librazy and the Internet canimprove your running. "When Ifirst started competing in track andcross country at age 12, T benefitedso much from reading ...about thesports;' Greene says. "Learn as muchas you can by reading running books,magazines, and Web site articles."

Start nth Short Distances '

5 To train for a mile run, start byrunning a short distance, such asone-quarter mile. Over the next fewweeks, slowly increase the distance byone-eighth or one-quarter of a mile ata time. That gives your body time toadjust to each new challenge. (It canalso lower your risk of Injury.) Don'tforget to congratulate yourself afteryou complete each new distance—witha big grip of water.

Stay Safe

6 If you ever feel too tired to keepgoing, stop. "Don't push yourself whenrunning becomes painful; Greenesays. And never run oatside alone—have aworkout partner who will runwith you. Warm up, stretch, and cooldown together. Check each other'sposture as well as your running form.

First Place Finish!pemian t,. started runningabout a year and a half agoat has school i~ Brooklyn, N.Y.,and then he joined anotherrunning program, called theMighty Milers. HQ's come along way. This past spring,Demian qualified for anational running event: theUSA Track and Field PlationalYouth Indoor Track and FieldChampionships in Chicago.Demian, now in fifth grade.took first place in the1,504-meter race for his agegroup. He ran the distance,which is nearly 1 mile, in 5minutes and 44 seconds. Thatis superfast! "It felt reallygood and was a bigconfidence builder," he says.To train for the race, Demianran three times a week anddid stretching exercises andother sports. He likes the wayrunning keeps him fit andfeeling good. "Runningmakes me happy!" he says.

Havuig someone else watch you runwill help you make sure you are running both safely and efficiently. It helps topass the time too!

_ _ .. V O(~

•--------------------------------------------- : ~ _y. _.._.....---~------- 'Page 3


"~~" In paragraph 2, the details about Larry Greene are important because they suggest why~~~~'Q coaches need running experience

B his book is full of good ideas for running

C young people need special training

C} his advice about training can be trusted

~~ Based on the article, what is the main reason it is helpful to join a team or a club?

A You can have fixn running with people.

B You can improve by working with a coach.

C You can learn to change your time goals.

D You can learn to run far without getting tired.

~~`'` `~ Why is the text box "Fun Run" included in the article?f

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A It provides ideas for training that add to suggestions given in the article.

g It gives an opinion about training that is different from the rest of the article.

C It suggests that a silly approach to running is better than the article's seriousapproach.

p It provides evidence to sixpport the article's claim that people can become betterrunners.

Page 4

Stutlent Practice Materials, Grade 4, Informational Reading

Q"'' Read this sentence from paragraph 1.

As your body becomes more conditioned to the exercise, you'll get theendurance to go even farther and faster.

Which paragraph best supports this claim?

A paragraph 2

B paragraph 3

C paragraph 5

D paragraph 6

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~' Based on paragraph 6, what does it mean to run "efficiently"?

A to stretch and cool down correctly

B to use correct speed and form

C to train with another person

d to avoid any danger

a

Student Practice Materials, Gratle 4, informational Reatling

'3 Which sentence best expresses the main idea of the article?

A "If your school participates in the President's Challenge, chances are you have takenthe Physical Fitness Test" (paragraph 1)

B "`But to perform your best in the mile run, and to feel good doing it, you reallyneed to prepare properly,' says Larry Greene." (paragraph 2}

C "To train for a mile run, start by running a short distance, such as one-quartermile:' (paragraph 5)

D "`Don't push yourself when running becomes painful,' Greene says:' (paragraph 6)

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~~`' Based on information in the text box "First Place Finish." what can the readeri

w -4 conclude about racing?

A Running in races can encourage people to work hard.

B Competing in races is something every runner must try.

C Training three days a week is necessary to win races.

D Winning championship races requires joining a program.

'••- • '; Book2

I (~j; I--I

Stutlent Practice Materials, Grade 3, Narrative Nonfction Writing

irectionsBead this passage. then answer questions ~5 and 36:

~'

~y rem: L. Jones1 What will the future bring? T'o answer that question, you need to knowwhat

is passible. You also need imagination..

2 Science fiction stories can help give you ideas.. Science fiction mixes realscience with make-believe. 4~riters anc~ engineers imagined what life wau~d belike in 2009. Does yaur life look like what they predicted?

home, Sweet Robot

3 In the 195(js> a science fiction book described an amazing house. Itwas ahouse of the future, Robots did all the chores, They cooked and cleaned, 'They set.the Yable and vacuumed.

4 Today, robots really are on the job.'~hey vacuum floo r, cook meals, and_build cars. Robots axe even exploring outer space.

5 Disneyland hack a "smart" house, too, The house aYmost ran itself. Today,many homes are run by automatic contzols. Microwaves can copk meals in just.minutes.

Cities in 5gace

6 Some ideas from the past were out of this world. How :does a city in spacespend? Some people thought we would eve ate the moon by the 1990s!

7 How would this work? Well, people would use hydroponics to grow theirfood. That means the plants would grow without soil. Energy from the sun.would supply power,

8 Today, astronauts do live in a space station. Theq stay only a few months at :atime, though. Some farms grow plants without soil. Many homes on Earth usepower from the sun. But a city iii space is still many years away.

Phone + TV = Fu#ere

9 People had telephones and television in the ~fkies. A cleYer writer put the twritogether!

GO (?IV- ------------------------------------- ----------------------------------------------- ----------------Page 3 .. c

Student Practice Materials, Grade 3, Narrative Nonfiction Writing

10 Dick Tracy was a comic bogk character. He used hrs watch as a phone. Thewatch also let him see people while he talked to them. In zeal life, no one had awatch like Tacy's.

11 Today, many people watch videos. on their cell phones. People use webcamsto see each other an the Internet. What was only in stories 50 years ago is reallypossible today!

Up, Up, But Not Away

12 Sgme people dorit just imagine the future. They try to build it. Take the.jetpack. This is a backpack with a small zockek engine. You put the pack on. Yourev it up. Then you take off!

13 The jetpack isri t as great as if seems. It cari t carry very much fuel. So it can'tgo very far, Also, the: fuel is dangerous. It gets very, very hot! And the pack's loudengine can hurt your ears.

14 Still, a jetpack is a fun idea. Maybe one day someone will make the packwork. Until that tzme, you better count on the bus.

Getting from Here to There

15 Another cool idea was the IIying car. It had wings. The car really worked!Flying cars didn't corrtpletely catch on. Maybe they were. hard to park.

16 In one science ficfion story, people jumped on moving belts to get around.That wasrit such a crazy idea. Today "people movers" carry travelers throughairports. Escalators carry people up and down,. Thexe are even moving. sidewalksin some places.

17 People in the 1950s dreamed of a car that drove itself. Today, the car is still adream. But in time, that dream inay came krue too.

Fast Forward

18 In 1950, the only computers were very big. Each one filled a whole room! Noone had a personal computer.. Then someone znvented the computer chip. Thetiny chip let engineers build small computers. Now, millions of people have theirown computer at home..

i4 The future of the fifties is here. Think about yourfuture.

~o ory ------------------------------ --- -~ +-~ --------- -------------------....._ -

Page 3

Stutlent Practice Materials, Gratle 3, Narrative Nonfiction Writing

~~~~ :' According to "Back to the Future," why is using your imagination important?G3~~ Use twa details from Lhe passage to support your response.

~" j, Wby does the aixthor of "Sack to the Future" use subheadings? Use two details from€~ the passage to support your response.

GO OIVPage 4 ------------------------

Student Practice Materials, Gratle 4, Narrative Nonfiction Writing

irectiansRead this article. Tlxen answer questions 37 and 38.

Northern tenpard frogs migrate twice per year in and out of lakes and ponds inMinnesota. This migration can be dttngerous for the frogs sa voIunteers help carrythem across the roads.

Beware of Frags!by Roxa Crowe

1 At the end of the long, dreary afternoon, ominous =suggesting that

banks of gray, ominous clondshovered over Lake something bad may happenIndependence in Minnesota. It was Halloween.

2 In the shadows of the oak trees stood two women and a boy. Rain splatteredand soaked the dense accumulation of fallen leaves. Then it trailed off to a slowdrizzle. Darkness sat down heavily on the Baker Park Reserve.

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3 A soft thump sounded in the spongy leaves. First just one, then a second, athird ...quiet bumps in the night.

4 "Sounds like the frogs are headed our wa};' a hushed voice said.

S Madeleine Linck and the two volunteers listened as the frogs approached thedrift fence. Two and a half feet high, the fence of black plastic consisted of eight100-foot lengths, staked down parallel to the highway. About every 30 to 50 feetalong the fence, a five gallon plastic bucket was sunk in the ground and fi11edabout one-third full with lake water.

6 Fall migration of the northern leopard frogs had begun. The frogs migratetwice a year. In the spring the frogs migrate out of the lake to the breeding ponds.In the fall they come back to the deep lake to hibernate on the bottom.

7 Bright lights flashed as a pickup truck hurnined down County Road 19, whichseparates the marshes and woods from the lake. Frogs follow the same route inand out of the lake that theyhave for thousands of years. During each month-longmigration period, the frogs face a high fatality rate on the highway. They also createa hazardous situation for motorists. Mashed frog bodies can be very slippery.

8 A gaiet plop. The first frog had encountered the fence. It hopped along the edgelooking for a way around it. A splash announced the frog had landed in one of thebuckets. More splashes followed as the frogs tried to navigate the fence.

Page 6 c . .

Student Practice Materials, Gratle 4, Narrative Nonfctio~ Writlng

9 Linck swished her hand around in the cold bucket and pulled out a frog. Sheslipped it into her plastic pail and fished for another. Carrying her cargo of frogsacross the road to the weeds near the edge of the lake, she tipped the pail on itsside. Quiet rustlings told her that the frogs were slithering .out into the grasses.

10 "They always know which way to go," she said. "They never tarn back and tryto go the otherway."

11 The three people spent most of the night carrying more than 2,000 frogs acrossthe road.

12 "That was the most frogs we ever had in one night;' Linck said. "Some nightswe just get a few frogs, and on others we get several hundred °'

13 Linck, wildlife technician for the Three Rivers Park District in Plymouth,Minnesota, has organized the spring and fall frog ferry since 1944.

14 "Usually the juveniles come first in the fall; she said. "They're followed by themature males and mature females. Females are the largest. You can tell a maturemale by his swollen thumb pad which is really enlarged in the spring. The oldfrogs are the last. They wait until after the frost. Sametunes you can see themcoming across the snow."

15 1Vligration for these frogs is a ghoulish nightmare. The frog ferry is one wayto temporarily solve the problem. Frog Crossing signs are helpful for warningdrivers, and have been installed in a few areas in the eastern United States andwestern Europe.

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16 Toad tunnels are another way of dealing with the problem. Drift fences guidethe animals to the tunnels under the road, allowing them to czoss safely.

17 "I hope the highway department considers putting in a bridge or a large boxtunnel when they upgrade the road in a few years;' Linck added.

18 On dark, wet nights around Halloween, signs posted along County Road 19say, "Beware of Frogs!" Although not accompanied by any trolls or goblins, thefrogs can still be very dangerous.

Baok 3

.~

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Vii, What feeling does the author create in paragraphs 1 and 2? Use two details from thearticle ts~ sappozY pour resppnse.

~~~'~" What is the main idea of paragraphs 15 through 18? Use two details from the article to~3$'tw~ ~" support your tesponse.

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~i' i Book 3 'i

Student Prectice Materials, Gratle 4, Narrative Nonfiction Writing

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Both articles focus on animals that need help. Why do these animals need help? Howis the help these animals need similar and different in both articles? Use details fromboth articles to support your response.

In yoar response, be sure to

explain why the animals in both articles need help

explain how the help these animals need is simllar and different in both articles

use details from both articles to support your response

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erectionsRead this article. Then answer questions 43 and 44.

Excerpt from A Home, for the Presir~entby PaErrcia West

1 The White House has stood as an important symbol of the U S. presidenry for over twocenturies It has seen a wide range of occupants and visitors from all over the world. In spite ofits endurance, the home of the U.S. presidency has changed a lot. It was not the home of everyU.S. President. It was not always called tke "White House:' In fact, it was not always whiz.

George Washington Plans a Presidential Home

2 When George Washington became the first President of the United States, the nation didnot yet have a capital city. The government's headquarters at that time was in New York Cityand later moved temporarily to Philadelphia, Pennsylvania. Several of the thirteen originalstates wanted the honor of hosting the capital. A compromise was worked out between theSouthern states and the Northern states. In exchange for Thomas Jefferson's support of a billAlescander Hamilton favored, F~ainilton agreed to urge his fellow Nartherners in Congress tovote to put the capital in the South.

3 President Washington was asked to name the enact locakion of the new capital He chosea 10-squaze-mile spot on the Potomac River. This spot had been the home of several NativeAmerican tribes. By 1791, European settlers were living there.

4 The first plan far the Presidents House was for a huge, grayish stone building, much like aEuropean palace. The buIlding was designed by the distinguished Frenchman, Pierre L'Enfant.Washington rejected lus plan and announced a competikion calling for a new architect. JamesHoban, of South Carolina, won the contest and laid the cornerstone of the PresidenPs Housein 1792.

5 To this da}, Americans should feel indebted to George Washington. He supervisedevery detail of the building, which was just one-fifth the size called for in the original plan.Unfortunately, Washington was the only U.S. President who never got to live in the beautifulbuIlding.

6 It took eight yeazs to build the PresidenPs Hoase. No one could guarantee that Congresswould provide enough money for construction. It was hard to bring building materials to theswampy area. Mosgixitoes buzzing everywhere in the steamy sammer heat made the workers'lives miserable.

7 By 1800, the President's Hoixse was barely finished. Only siac rooms were completed. Evenin these rooms, the plaster walls were still damp.

Page 7

Student Practice Materials, Grade 5, Narrative Nonfction Writing

A New Home in "Wilderness City"

It would be misleading to say that Washington, D.C., was a grand city at the start of thenineteenth century. When President John Adams and First Lady Abigail Adams movedinto their new home, Washington, D.C., was quite a mess. The unpaved streets became asea of mud whenever it rained. Potholes and tree stumps made travel by horse and carriagedangerous. Pigs roamed the streets eating the garbage dumped there. Conditions were sorough and dirty that some people called the capital "wilderness city." Abigail Adams had to

hang laundry inside the house to dry because it would have gotten dirty all over again on anoutside clothesline.

9 In spite of the hudships, the Adamses appreciated their home. Calling the house "#hePresident's Palace; President Adams wrote to a friend, "May none but honest and wise Menever rule under this roof.' His wife commented that "this House is built for ages to come:'

10 Anew President moved rota the house in 1801. President Thomas Jefferson said thatthe big stone house was large enough for "two emperors, one Pope, and the Grand Lama."

Since he didn't think that Presidents should live in a palace, he called his new home simply"the Presidents House:' Jefferson had good taste, and he furnished the house beautifully. Healso had three large rooms on the main floor (the Blue Room, the Red Room, and the GreenRoom} painted in the colors that are Brill used today.

11 With all that space at his disposal, Jefferson loved to entertain at home. His guests includedforeign heads of state, Native Americans, and ordinary citizens.

Disaster in the Presidents House

12 The nest President, James Madison, was away in 1814 when he received word that theBritish were marching on Washington during the War of 1812' First Lady Dolley Madisonhurriedly packed np important state papers and sent them away. At the last muiute, whenBritish troops were stornung the capital, she saved a large portrait of George Washington byripping it from its frame. Then she fled in disguise.

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13 British soldiers feasted on the food they found on the banquet table. They set thePresident's House on fire, along with all the other government buIldings in the ci#y. Only a

torrential rainstorm saved the house from total destruction. By the neact day, all that remainedstanding were four soot-blackened eacterior walls. The architect, James Hoban, was asked #onse his original plans to rebuild the President's House. While the Madisons lived elsewhere,the famous house was rebuilt.

' War of 1812: a waz between the United States and Great Britain lasting from 1812 to 1815

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" ~ How do pazagraphs 2 and 3 contribute to the development of "Excerpt from A Home for the~F°~ President"? Use two details from the article to suppart yoar response.

~~~= How did the home of the President change from 1800 through 1814? Use two details from~==~r the azticle to support your response.

GO OfY

:.. gage 9

Student Practice Materials, Grade 5, Narcative Nonfiction Writing

irectionsRead this article. Then answer questions 48 and 49.

On a May afternoon in Siberia, Yuri Khudi and his sans, members of the nomadic Nenets people

of northern Russia, were hunting along the bank of the Yuribey River when they discovered

something amazing.

~ 1 ' i l f ~ #

Frozen in Time!by Christopher Sloan

As Yuri and his sons stood azound the little body lying on the sandbaz, they were shocked

by what they had found: a perfecfly preserved baby woolly mammoth. It was fro2en solid.

These animals disappeared from this part of the world about 11,000 years ago, but

mammoth bones and tusks are a relatively common find in Siberia. IYs so cold in this Arctic

region of Russia that the frozen soil, called permafrost, has acted as a giant freezer, preserving

the cazcasses of many atumals that lived there long ago. As the top layer of pexmaFrost begins

to thaw in the spring, the bony remains of manunoths often appeaz as if they have burst from

the frozen ground. Bnt Yuri and his sons had never seen anything like this before—a baby

woolly mazxunoth with all of its flesh in place. It looked like it could have died yesterday. They

didri t dare touch it.

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Mammoths play a powerful role in Nenets mythology. The story goes that woolly

mammoths aze giant beasts herded by gods of the underground. If the animals come to the

surface and see sunlight, they die. Some Nenets say that mammoths will bring bad luck or

even death to the people who touch their ren3ains.

So it was with both fear and respect that Yuri Khudi and his sons looked at the baby

mammoth. Uncertain what to do, they lefr the mammoth exactly where they foand it and

returned to camp. Yuri decided to seek the advice of Kirill Serotetto, a trusted friend who had

lots of experience in the Arctic as an eacpedition outfitter and knew the valae of mauunoth

bones. To get to Yar Sale, where Serotetto lived, Yuri rode his snowmobile 90 miles (145 km)

to Novyy Port then boarded a helicopter to Yar Sale.

After hearing Yuri's story, Serotetto rushed him to the director of the museum, who

notified the local police. Yuri had stumbled onto something big. Hours later, Yuri, Serotettq

and a few policemen were flying towazd the place where Yuri had made his discovery. Finally,

they landed near the site. The baby manmloth was gone!

V O QfY

Page 5

Stutlent Practice Materials, Grade 5, Narrative Nonfiction Writing

Yuri's stomach dropped. He was afraid no one would believe him now. Withoixt a bodythere was no reason for the police to stick wound, so they flew back to Yar Sale. Serotettostayed behind with his friend to investigate further.

Yari I:new that prehistoric animal remains, especially tusks, were valaable and could fetcha lot of money from fossil collectors or carvers. After making some inquiries, he and Serotettolearned that Yuri's cousin had snatched up the baby mammoth and carted it off on his sled toNovyy Port. There he had traded the valixabie find to a store owner in exchange for two yeazs'worth of food and some equipment.

Yuri and Serotetto had to move fast if they were going to save this precious treasure. Bythe time they arrived in Novyy Port, the little mammoth was propped up in the store and wasalready causing a srir. People were taking pictures of it with their cell phones. Yuri's heazt sankwhen he saw that stray dogs in town had already gnawed off the baby's tail and most of oneear. But the rest of the body was still in perfect condition. 'they had to get the mammoth to asafe locarion fast! Serotetto, with the help of the local police chief, eacplained the importance ofthe find to the owner. Finally, after much discussion, he agreed to give up the mammoth.

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SAFE AND SOUND

4 At last the baby mammoth was in the hands of museum staff at Yar Sale. Now they neededto find a place where she would be preserved and taken care of. The calf was packed onto ahelicopter and flown to the Shemanovsky Museum in Salekhard, a regional capital of Siberia.The director there immediately called Bernard Buigues, a French explorer who had become aneacpert in mammoths and who had established a center for preserving mauunoth remains inthe Siberian town of Khatanga. When Bernard heazd the exciting news, he offered to organizean international team of experts to study the baby rnaminoth. The team would includereseazchers from Russia, the United States, and Japan.

10 It would take several weeks for the team to assemble in Salekhazd. To keep the carcassfrozen, it was placed in a freezer. Bernard was the first member to arrive. When he saw thebaby mammoth, he was struck by how tiny she was—only 33 inches (84 cm) high and 110pounds (50 kg) in weight "I was fascinated by her lifelike eacpression. Her smiling mouth, herfront legs seemingly inmotion—it was as if she had been enjoying herself:' He couldn'# waitfor the rest of the team to meet her.

t' r


"`'~~" What is the meaziing of the phrase "perfectly preserved" In paragraph 1 of "Excerpt from

~~ Baby Mammoth Mummy: Frozen in Timel"? Use rivo detaIls from Che article to suppart your

response.

~ ~~ What is a main idea of the article "Excerpt from Baby Mammoth Mummy: Frozen in

~'- Time!"? Use twa details from the article to support your response.

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In "Excerpt from Baby Mammoth Mummy: Frozen in Time!" and "Excerpt from

Discovering the Inca Ice Maiden: My Adventures on Ampato," what challenges did the

discoverers face? How did these challenges affect their decisions about what to do with

the mummies? Use details from both azticles to support your response.

In your response, be sure to

describethe challengesthe discoverers faced

explain how the challenges affected their decisions about what to do with

the muuiuiies


V tf O/Y

Page 13


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Page 14 :..

".~1~~


erectionsRead this article. Then answer questions 50 and 51.

b~ September of 1995, Dr. Johan Reinhard and his climbing partner, Miguel Zarate, climbed apeak of the volcano Nevado Ampato. While climbing, they found pieces of po#ery, wood, grass,and other materials that told them thaf over 500 years earlier the Incas had been on this part ofthe mountain.

~ ' ~ ~ ~ , r..

by Johan Reinhard

1 I stopped to take notes while Miguel confinued along the ridge. He whistled, and I looked

up to see him with his ice aa~ raised.

2 When I reached him, he pointed without saying a word: Even from 40 feet away, it waspossible to see reddish feathers sticking oixt near the top of the ridge. We had both seenfeathers like this on Inca statues at other sites, and so we knew instantly they would mostlikely be from a feathered headdress.

3 Although the feathers were only about 10 feet down from the top, the slope was s#eep andslippery—a mi~c of gravel and sand over ice. A slip N~ould have meant certain death. Miguelweighed faz less than I did, so I tied a long sling onto him and held him as he climbed downto ttncover a statue made of a rare seashell, with a reddish feathered headdress. Nearby, alsocovered with gravel, were two more statues, one gold and one silver.

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4 Their textlles were so well preserved, they looked new.

5 The feathers that had been exposed were still in good condition. This meant that the gravel

in which the statues had been buried had fallen away only days before. Indeed, the statuescould have fallen farther down the slope at any moment.

6 Bazk on the siunmit ridge, we saw stones that had formed a corner of a building. Most ofthe structure had fallen down one of two naturally formed gullies that dropped 200 feet to theinside of the crater. From the ridge we coald not see where these led. So I wrapped two stones

in yellow plastic that I had carried in case we needed to mazk our way. I threw a stone downeach of the gullies, thinking "IPll be a miracle if we ever see them again:'

7 We then climbed down off the ridge and scrambled our way azound beneath it. We soon

spotted yellow plastic below us where the rocky slope rnet the ice pinnacles where we hadbeen climbing to the summit only a few hours before.

~ _ 1 ' i

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A little farther we saw what looked to us like a mummy bundle lying on the ice.

It seemed so unlikely to find a mummy out in the open, we literally coaldn't believe ottxeyes. Miguel said, "Maybe iPs a climber's backpack:'

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10 Only half joking, I replied, "Maybe it's a climber."

i 1 As we drew closer, I knew from the stripes on the cloth that it was probably a mmnrnybundle. 'This woixld mean only one thing: The Incas had performed a human sacrifice onthe ridge top. The bundle containing the victun had been buried in the structure that hadcollapsed when put of the summit ridge crashed into the crater.

12 I knew that even a partially frozen body would be invaluable' for science. A frozen bodyis like a time capsule, x~hich allows scientists to look back into the past and find out thingsdif&cult to know otherwise—such as what foods were eaten, what diseases and bacteriaexisted, who was related to the mummy, where it came from, and much more.

13 I grew more excited as I remembered that only three frozen mummies had been recoveredin all of South America.

14 Descending towazd it, we found fragments of a torn textile. A seashell, two cloth bagscontaining food offerings (maize kernels and a maize cob), llama bones, and pieces of Incapottery were strewn about on the slope above the bundle.

15 After I photographed these items, Miguel used lus ice ax to cut loose the bundle fromthe ice.

16 He turned it on its side for a better grip. Both of us were momentarily shuined as thebody turned.

17 We looked straight into the face of a young girl.

18 She was the first frozen female mummy found in South America!

19 Her dried-out features made me fear that we had arrived too late. However, the bundleweighed about 90 pounds, which meant the body was stillfrozen. Adried-out mutivny wouldhave weighed much less.

20 I wondered what to do neact ff we left the rnttmmy behind in the open, the sun andvolcanic ash would caixse fixrther damage. Climbers might find her and take her and the otheraztifacts as souvenirs or to sell. The ground was frozen rock hazel, and it was impossible tobury the mummy. A heavy snowfall could cover the suunmit and make recovery unpossible....

21 Thoughts rixshed through my mind. It could take weeks, if not months, to get agovernment permit that would allow me to return and recover the mummy. Obtaining thefunding to organize a scientific e~cpedition could take even longer.

22 I decided that we should try to carry the rnixmmy and the statues down the mountain.

invaluable: extremely valuable

r

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~ti~` ~~~: According to "Excerpt from Discovering t3te Inca Ice Muidem. My Adventures on Ampato,"

~~ why is the discovery of the mummy significant. Use two details from the article to,- F u,, z

support your response.

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Page 10

Student Practice Materials, ~ratle 5, Narrative Nonfction Writing

Planning Page

You may PLAN your writing for question 51 here if you wish, but do NOT write

your final answer on this page. Writing on this Planning Page will NOT coant

toward your final score. Write yoar final answer on Pages 13 and 14.

Answer

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Discovering the Iroca Ice Maiden: My Adventures on Ampato," what challenges did the

discoverers face? How did these challenges affect their decisions about what to do with

the mixmmies? Use details from both articles to support yoixr response.


desaibe the challenges the discoverers faced

explain how the challenges affected their decisions about what to do with

the mwnmies

use details from both azticles to support your response

Ga O/`

:.,, Page 13

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Page T4

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In September of 1995, Dr. Tohan Reinhard and his climbing partner, Miguel Zarate, climbed a

peak of the volcano Nevado Ampafo. While climbing, fhey found pieces of pottery, wood, grass,

and other materials that told them that over 500 years earlier tare Incas had been on this part of

the rnountain.

•

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1 I stopped to take notes while Miguel continued along the ridge. He whisfled, and I looked

up to see him with his ice arc raised.

2 When I reached him, he pointed without saying a word: Even from 40 feet away, it was

possible to see reddish feathers sticking oixt near the top of the ridge. We had bo#h seen

feathers like this on Inca statues at other sites, and so we knew instantly they would most

likely be from a feathered headdress.

3 Although the feathers were only about 10 feet down from the top, the slope was steep and

slippery—a mix of gravel and sand over ice. A slip would have meant certain death. Miguel

weighed far less than I did, so I tied a long sling onto him and held him as he climbed down

to ancover a statue made of a rare seashell, with a reddish feathered headdress. Neazby, also

covered with gravel, were two more statues, one gold and one silver.

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4 Their textiles were so well preserved, they looked new

5 The feathers that had been exposed were still in good condition. This meant that the gravel

in which the statues had been buried had fallen away only days before. Indeed, the statues

could have fallen farther down the slope at any moment.

6 Back on the summit ridge, we saw stones that had formed a corner of a building. Most of

the structure had fallen down one of two naturally formed gullies that dropped 200 feet to the

inside of the crater. From the ridge we could not see where these led. So I wrapped two stones

in yellow plastic that I had carried in case we needed to mazk our way. I threw a stone doom

each of the gullies, thinking "It'll be a miracle if we ever see them again:'

7 We then climbed down off the ridge and scrambled our way around beneath it. We soon

spotted yellow plastic below us where the rocky slope met the ice pinnacles where we had

been climbing to the summit only a few hours before.

~~

~ ~ 1


8 A little Farther we saw what looked to us like a mummy bundle lying on the ice.

4 It seemed so unlikely to find a mumury out in the open, we literally coulddt believe onreyes. Miguel said, "Maybe iPs a climber's backpack:'

to Only half joking, I replied, "Maybe iYs a climber"

11 As we drew closer, I knew from the stripes on the cloth that it was probably a mummybundle. This would mean only one thing: The Incas had performed a human sacrifice onthe ridge top. The bundle containing the victim had been buried in the structure that hadcollapsed when part of the summit ridge crashed into the crater.

12 I knew that even a partially frozen body would be invaluable' for science. A frozen bodyis like a time capsule, which allows scientists to look back into the past and find out thingsdifficult to know otherwise—such as what foods were eaten, what diseases and bacteriae~cisteci, who was related to the mummy, where it came from, and much more.

13 I grew more excited as I remembered that only three frozen miumnies had been recoveredin all of South America.

14 Descending towazd it, we found fragments of a torn texfile. A seashell, iwo cloth bagscontaining food offerings (maize kernels and a maize cob), llama bones, and pieces of Incapottery were strewn about on the slope above the bundle.

15 After I photographed these items, Miguel used his ice arc to cut loose the bundle fromthe ice.

16 He turned it on its side for a better grip. B oth of us were momentuily stuiuied as thebody turned.

17 We looked straight into the face of a young girl.

18 She was the first frozen female mummy found in South America!

19 Her dried-out features made me fear that we had arrived toa late. However, the bundleweighed about 90 pounds, which meant the body was still frozen. Adried-out mununy wouldhave weighed mach less.

;~ ~° 20 I wondered what to do next If we Left the mummy behind in the open, the sun and;, ~ volcanic ash would cause fixrther damage. Climbers might find her and take her and the otherN v aztifacts as souvenirs or to sell. The groixnd was frozen rock hazel, and it was impossible Yo

Y a bury the mummy. A heav}= snowfall could cover the swmni#and make recovery impossible....

21 Thoughts rushed through my mind. It could take weeks, if not months, to get ad o' government permit that would allow me to return and recover the mummy. Obtaining the°' a funding to organize a scientific expedition could take even longer.u ~a ~'~° ~ 22 I decided that we should try to carry the mammy and the statues down the mountain.~M -I3 Hv 3

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Student Practice Materials, Grade 5, Narzative Nonfction Writing

~~~,~~, According to "Excerpt from Discovering the Inca Ice Maiden: My Adventures on Ampata,"~~~~- why is the discovery of the mixmmy significanC? Use two details from the azticle to

support yoar response.

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Page T 0


FlanningPage

You may PLAN your writing for question 51 here if yon wish, but do NOT writeyour final answer on this page. Writing on this Planning Page will NOT counttoward your final score. Write your final answer on Pages 13 and 14.

Answer

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Page 12 :..

Student Practice Materials, Grade 5, Narzative Nonfiction Writing

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~~,N In "Excerpt from Baby Mammoth Mummy: Frozen in TimeP' and "Excerpt fromDiscovering the IrZca Ice Maiden: My Adventures on Ampato," what challenges did the

discoverers face? How did these challenges affect their decisions about what to do withthe muu~mies? Use details from both articles to support your response.

1n your response, be sure to

describe the challengesthe discoverersfaced

• explain how the challenges affected their decisions about what to do withthe mummies


~ •'


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Page 14 :..


tYCCtt031S

Read this article. Then answer questions 31 and 38.

Excerpt from Double Dutch:A ~e~ebration of Jump Rope,Rhyme, and Sisterhood

by Veronica Chambers

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Tahira Reid was an eight-year-old girl living in the Broxix, a borough of

New York City, when she came up with her first invention. There was a poster

contest for kids in the third grade, and the theme was: "What would you like to

see in the future?" It was the year the Space Shuttle Challenger was launched,

and almost everyone drew a picture of astronauts, rockets, or people who lived

on the moon. But Tahira thought an invention should be practical, as well as

imaginative. Although she was just a little girl, she had already grasped the credo

of historj~s finest inventors.

2 As a third grader, Tahiras biggest problem was that she didnt have anyone

to tuxn double Dutch for her when she came home from school. Before, in

between, and after classes, she could jump whenever she wanted, surrounded

by girls who also loved to turn and jump. In her neighborhood, however, there

weren't any kids her age, and Tahira couldn't jump double Dutch alone. She

came up with the idea fora machine that would turn the ropes for you.

.;

'••- Book3

Student Practice Materials, Grade 4, Narrative Nonfcfion Writing

You just push a button, and voilk! Ttvo ropes world spin like eggbeaters beforeyou. Tahira's poster won first place in the contesx She was too little to figure outhow to make the machine, though, and just had to jump when she was at school.

Ten years later, Tahira was a student at Rensselaer Polytechnic Institute inTroy, New York> studying mechanical eng[neerfng, In one of her first designcourses, she was again presented with an inventing problem. Her professor askedher to draw up pleas for a machine that challenged the limits of sports. At first,Tahira was stumped. She kept thinking about traditional gaznes such as footballand basketball, and she came up with nothing at all. Then she remembered herthird-grade poster project What she knew about football she could squeeze onthe head of a pin> but what she knew about double Dutch could fill an entirebook.

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4 With a team of fellow students, Tahira invented the automatic double-Dutchmachine—areal-life embodiment of her third-grade dream. With this device,ropes are connected to two wheels on opposing metal posts. After an engineis turned on, the ropes spin into action. Although it took more than a year toget the machine to actually work, Tahira got an A in the course. Even better,her device has been e~chibited at museums such _as the Smithsonian Institution and featured embodiment =something

in newspapers and on television shows across that is a perfect example

the country. She even holds a patent for her of an idea

invention. If you go to the U.S. Patent Office inWashington, D.C., you can find her name in the registry: Tahira Reid, inventorof the automatic double-Dutch device. To this day, the thought makes herdreazny. "Everyone paid attention; she says, "I remember thinking, This is ahistoric moment—no one's ever jumped double Dutch without turners before:'

5 Even now that she's grown. up, Tahira still loves to stop and watch when girlsin her old neighborhood are playing doixbleDutch. "It's like a sororit}~;' she says. °I'ou are sorority = a club of females I

sisters in this love of double Dutch. Whenyou get together, there are no pretenses or barriers. You all share these happymemories of being girls in the rope."

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:: ~' ~ Page 7

Student Practice Materials, Grade 4, Narcalive Nonfiction Writing

In paragraph 3 of "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme,

and Sisteri2ood," what does At first, Tahira was stumped" mean? Use fwo details from

the article to support your response.

In "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood,"

what did Tahira think about the sport bf double Dutch as an adult? Use two detalls

from the article to support your response..

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Ga onePage 8 :..


Both "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and

Sisterhood" and "Excerpt from It's Our World, Too?" are about a young person's

solution to a problem. Describe a problem each one faces. How are the ways

they solve their problems similar and different? Use details from both articles to



describe a problem each young person faces

explain the similarities and differences of their solutions to the problems

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Page 16 e..


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Excerpt fra It's Our° ortd, Too!by Phillip Hoose

1 Something about the battered old bicycle at the garage sale caught ten-year-

old Justin Lebo's eye. What a wreck! It was like looking at a few big bones in the

dust and trying to figure out what kind of dinosaur they had once belonged to.

2 It was a BMX bike with atwenty-inch frame. Its original color was buried

beneath five or six coats of gunky paint. Now it showed up as sort of a rusted red.

Everything—the grips, the pedals, the brakes, the seat, the spokes—were bent or

broken, twisted and rusted. Justin stood back as if he were inspecting a painting

for sale at an auction. Then he made his final judgment: perfect.

3 Justin talked the owner dawn to $6.50 and asked his mother, Diane, to help

him load the bike into the back of their car.

4 When he got it home, he wheeled the juuker into the garage and showed it

proudly to his father. "Will you help me fix it up?" he asked. Justiris hobby was

bike racing, a passion the two of them shared. Their garage barely had room for

the car anymare. It was more like a bike shop. Tires and frames hung from hooks

on the ceiling, and bike wrenches dangled from the walls.

5 After every race, Justin and his father would adjust the brakes and realign

the wheels of his two racing bikes. This was a lot of work, since Justin raced flat

out, challenging every gear and part to perform to its fullest. He had learned

to handle almost every repair his father could and maybe even a few things he

couldn't. When Justin got really stuck, he went to see Mel, the owner of the best

bike shop in town. Mel let him hang out and v,~atch, and he even grunted a few

syllables of advice from between the spokes of a wheel now and then.

6 Now Justin and his father cleared out a work space in the garage and put the

old junker up oil a rack. 'They poured alcohol on the frame and rubbed until the

old paint began to yield, layer by layer. They replaced the broken pedal, tightened

dawn a new seat, and restored the grips. In about a week, it looked brand new.

V O O

~ee~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~e~~~~~~~~~~~e~~~~~~~~~~~~~~~~

:.. Page 9

Student Practice Materials, Grade 4, Nartative Nonfiction Writing

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7 Justin wheeled it out of the garage, leapt aboard, and started off around theblock. He stood up and mashed down on the pedals, straining for speed. It was agood, steady ride, but not much of a thrill compared to his racers.

8 Soon he forgot about the bike. But the very next week, he bought anotherjunker at a yard sale and fixed it up, too. After a while it bothered hirn that hewasn't really using either bike. Then he realized that what he loved about theold bikes wasn't riduig them: it was the challenge of making something new anduseful out of something old and broken.

9 Justin wondered what he should do with them. They were just taking upspace in the garage. He remembered that when he was younger, he used to livenear a large brick building called the Kilbarchan Home for Boys: It was a placefor boys whose parents couldrit care for them for one reason or another.

10 He found "Kilbarchan" in the phone book and called the director, who saidthe boys would be thrilled to get two birycles. The next day when Justin and hismother unloaded the bikes at the home, two boys raced out to greet them. Theyleapt aboard the bikes and started tooling arowid the semicircular driveway,doing wheelies and pirouettes, laughing and shouting.

11 The Lebas watched them for a while, then started to climb into their car to gohome. The boys cried after them, "Wait a minute! You forgot your bikes!" Justinexplained that the bikes were for them to keep. "They were so happy;' Justinremembers. "It was like they couldn't believe it. It made me feel good just to seethem happy."

12 On the way home, Justin was silent. His mother assumed he was lost in afeeling of satisfaction. But he was thinking about vrhat would happen once thosebikes got wheeled inside and everyone saw them. How would all those kidsdecide who got the bikes? Two bikes could cause more trouble than they wouldsolve. Actually, they hadn't been that hard to build. It was fun. Maybe he coulddo more... .

13 "Mom; Justin said as they turned onto their street, "I've got an idea. I'm goingto make a bike for every boy at Kilbarchan for Christmas." Diane Lebo looked atJustin out of the corner of her eye. She had rarely seen him so dete~~inined.

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14 When they got home, Jasrin called Kilbarchan to find out how many boyslived there. There were twenty-one. It was already June. He had six months tomake nuieteen bikes. That was almost a bike a week. Justin called the homeback to tell them of his plan. "I could tell they didn't think I could do it;' Justinremembers. "I knew I could:'

:.•7

1f ~ of •

---Page 11


,~~~ In paragraph 2 of "Excerpt from Its Our World, Tool>" what made the bike seem!" ~ " "perfect" to Justin? Use two details from the article to support your response.

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Stutleni Practice Materials, Grade 4, Narrative Nonfiction Writing

Planning Page

You may PLAN your writing for gaestion 40 here if you wish, but do NOT write

your final answer on this page. Writing on this Planning Page will NOT count

toward your final score. Write your final answer on Pages 15 and 16.

Answer

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Page 14 :..


U

~ . Both "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and

Sisterhood" and "Excerpt from It's Our World, Too!" are about a young person's

solution to a problem. Describe a problem each one faces. How are the ways

they solve their problems similar and different? Use details from both articles to



describe a problem each young person faces

explain the similarities and differences of their solutions to the problems


GO oN --------------------------------------------------------------------------------------------------------

~~I!~:..' c ' Page 15


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STOPPage 16 :..


irectionsRead this article. Theo answer questions 41 and 42.

Excerpt from Printer's Inkby Jerry Miller

When Benjamin Franklin was 12, he went to work in his brother James's print shop.

Ben had trouble getting along with his brother, but he loved being a printer. Who

wouldrit have loved it? Print shops were great places to be, whether you were interested

in politics, science, books—or the local gossip.

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In Ben Franklin's day, printers did more

than just run the printing presses. Many

printers published newspapers. When Ben was

a man, he opened his own print shop in

Philadelphia. Soon, he started publishing a

weekly newspaper called The Pennsylvania

Gazette. Later, he began a second newspaper,

in German, to serve Pennsylvania s many

German settlers. He published one of

Americas first magazines, too.

Ben Franklin also published books: novels,

schoolbooks, medical books for doctors, and

more. He printed books about new scientific

discoveries. And he became friends with many

of the people who wrote those books.

One of Ben Franklin's most famous works—and his first big success—was Poor

Richard's Almanack. Ben wasnt the only printer to publish an almanac. Everyone used

almanacs—helpful books that contain all sorts of useful information like calendazs,

weather forecasts, moon phases, and planting advice. And everyone bought a new

almanac each yeaz. What was different about Frankiins almanac were his wise and

funny sayings and useful, everyday advice. Bens sayings became populaz. Today, people

still repeat many of them. "Eazly to bed and euly to rise makes a man healthy, wealthy,

and wise" is one of his sayings.

Session 2

Young Ben in his brother's Boston print shop


5 Franklin never quit printing. When he was 42, he retired from business. But printing

was still his hobby. During the Revolutionary Wu, Franklin moved to France. In Pazis,

he kept a small printing press. When he had time, he printed essays for his friends to

read.

Many people believe that Ben Franklin's autobiography, the story of his own life, was

the first great book ever written by an American. Franklin wrote it when he was an old

man, finishing it at the age of 82. He continued writing even on his deathbed. His last

writings were essays against slavery.

~ Benjamin Franklin became famous as a scientist, inventor, writer, and statesman. But

when he wrote his will, he began with the words: "I, Benjamin Franklin of PhIladelphia,

printer..:'

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Session 2


In "Excerpt from Printer's Ink," how ue the main ideas organized in the article? Use two details

from the article to support your response.

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Student Practice Materials, Gratle 5, Narrative Nonfction Writing

Planning Page

You may PLAN your writuig for question 42 here if you wish, but da NOT write


toward your final score. Write your final answer on Pages 15 and 16,

Answer

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Page 14

Student Practice Materials, Grade 5, Narrative Nonfction VYriting

~ ~ `; In "Excerpt from Printer's Ink" and "F.~ccerpt from Young Ben Franklin," what quality about Ben

-~- ~' Franklin is emphasized in both articles? How does each author support khis quality about Ben

Franklin? Use details from both articles to support your response.

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• identify a quality about Ben Franklin that is emphasized in both articles

• explain how each author supports this quality about Ben Franklin

• use details from both aztides to sapport your response

Session 2

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irectionsRead this article. Then answer question 45.

Planes on the Brainby Eltsatieth Deffner

1 Kimberly Anyadike and her older sister, Kelly, have taken sibling zivalry to new heights.Sky-high, in fact.

2 On her loth birthday, Relly set a c~rorld record. She became the youngest African Americanfemale to fly four different fixed-wing aircraft in one day. Naturally, that inspired Kimberly tobrainstorm ways to top her sister's achievement.

3 At age 15, Kimberly became the youngest African American female to pilot a plane fromcoast to coast. "It was something that had never been done before by someone as young asme;' she explains.

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4 Dorit let their friendly rivaky fool you. The Anyadike (pronounced on-yah-DEE-kay)sisters learned to fly together at Tomorrow's Aeronaufical Museum (TAM) in Compton,California. They took lessons in the same plane at the same tune.

5 Their flight achievements eazned them each a place in the record books—but at TAM,setting records is nothing new. In fact, the sisters first heard about TAM when they read aboutanother record-breaker whorl learned to fly there. At age 14, Jonathan Strickland became theyoungest African American male to pilot a plane and a helicopter on the same day.

6 Jonathan's story inspired Kimberly to make one of her biggest dreams come true.She'd always wanted to fly. Ever since she leazned to write, she's included "jet pack" on herChristmas list! So she asked her rnom if they could check out TAM, where Jonathan hadgotten his aviation start. She and her sister took a demo flight—and the rest is history.{Literally!}

7 "We've been hoDked on flying ever since;' says Kimberly, now 17, with a giggle. "We got bit

by the flight bug!"

8 Movie stunt pilot Robin Petgrave founded TAM in 1995. Kids in the program learn morethan just how to fly. They also learn how to set goals and make a plan to achieve them. For

example, flight lessons cost money. Futura pilots eazn "museum dollazs" by doing tasksaround the museum, going through the flight simulator program, and doing communityservice. Kids even eazn museum dollars when they get tutoring help with their schoolwork!After they've eazned enough, they can use those dollars to pay for a flight lesson.

While they're learning to fly, they're also learning about aviarion history.

10 They learn about the Tuskegee Airmen, the first African American military airmen in theUnited States. Kids at TAM have even been able to meet some of them.

GV o1 f

~~~~e ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~.~~~~~~~~~~~~~~~~~~~~~~~~~~~~..~~~~~~e~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Page 10 =..

Student Practice Materials, Gratle 5, Narzative Nonfiction Writing

11 These pilots trained and fought during Warld Waz II, but the dangers of wartime werentthe only challenges they faced. They also encountered racism. In fact, the Army Air Corpscalled the African Ameritan pilot training program "the Tuskegee Experiment" because theyweren't sure the trainees could be successful pilots.

12 But "they were amazing;' says Kimberly. "They beat all odds:'

13 That's why she dedicated her record-breaking flight to the Tuskegee Aumen: "to showthem their legacy still lives on;' she explains.

14 And they wanted to show her that they supported her as she tried to set an aviation record.Each time Kimberly landed on her flight from California to Virginia, Tuskegee Airmen mether plane.

15 The Anyadike sisters didnt set their aviation records at the same time, birt two other TAMalumni did. Junmy Haywood, then 12, and Kenny Itoy, then 14, flew together to Canada.There, Roy became the youngest African American in the United States to eazn his solopilot's license. iTaysvood piloted khe plane that flew Roy to Canada and back, making him theyoungest African Amsrican to pilot aplane on around-trip international flight.

15 "It challenges you, being here [at TAMS; says Roy. Kids at TAM know that if they wantto fly, they can—they just have to work for it. They can earn the museum dollars to pay forlessons. They can come up with a plan and break an aviafion record. Once they do that, theyknow they can do anything if they set their minds to it.

1? For instance, Kunberly Anyadike plans to become a heazt surgeon. Kenny Roy, now 21, is acollege student in the Air Force Reserve. He plans to become an Air Fozce officer and, later, acommercial pilot. (And maybe his litfle brother, Jeremiah Esters, 7, will follow in his footsteps.He's studying aviation at TAM now.)

18 Flying has changed these kids' lives—and setting records was just the icing on the. cake.

19 That's exactly how it ought to be, says Petgraue. "We're not really all about the records;' heexplains. "These kids leave been exposed to aviation at such a young age, they look at thingsdifferently:'

;, P 20 And from their point of view, the sky is no longer the limit.~ w• oa.G ~v

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Student Practice Materials, Grade 5, Narrative Nonfiction Wrfling

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the ways kids are challenged in the TAM program? What effects do these challenges have on

the kids? Use details from the azticle to support your response.


• identify ways that kids are challenged in the TAM program

explain the effects of these challenges on the kids

use details from the article to sapport your response

~~~~~~.~~~~~~~~e~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Page 12 =<•

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Book 2

STOP-------------------------

Page 13


irectionsRead this passage.Then answer question 34.

• a

Uy Jo Dewitt

1 Jackie Mitchell was. born in 1914, at a time when women were not acceptedin professional baseball. Jackie dreamed of becoming a great pitcher. She hadbeen taught to pitch by baseball star Dazzy Vance when she was a young girl andtrained with fature major league players in Atlanta.

2 About that time in history, one of the Brea#hitters of baseball, Babe Ruth,made a statement. "I don't know what's going to happen if they begin to letwomen in baseball. Of course, they will never make good. Why? Because theyare too delicate:'

3 Jackie didn'tbuythat, Soon after, Jackie signesi with the ChattanoogaLookouts, a minor league baseball team. Manager Bert Niehoff spoke to thepress and promised to help Jackie become a pitcher in the major leagues. Jackiewas thinking about the immediate. The New York Yankees were coming to town,and the Lookouts were scheduled to play them in a pse-season e~chibition game.Maybe she would get a chance to pitch against th e greatest home-run hitter inthe world, Babe-Ruth.

4 The day of the game arrived, and it was pouring rain. The game was cancelled.The next day, Thursday, Apr12, 1931, the. rain stopped, and the game wasabout to start. Jackie was not sure how she should pitch to the Yankees, but sheremembered what her father had told her. He said, "Go out there and pitch justlike you pitch. to anyone else:'

S Jackie had an uncanny ability to guess the weakness of a batter. She could putboth speed and carve an the bail. She had one pitch that no ane could hit—awicked, dropping curve ball. As Babe Ruth stepped to khe plate for battingpractice Jackie watched him: closely, deciding how she would pitch to him.

6 Manager Niehoff put Clyde Barfoot in as the starting pitcher. lifter the firsttwo Yankee batters gotbase hits and scored a run, Niehoff motioned for Jackie tocame onto the field!

GO QNc s a P2C32 11

Student Practice Materials, Grade 3, Nartative Nonfiction Wriiing

7 She waved. Babe Ruth to the mound. She wound up and pitched. Tlie ball washigh, Ball one; yelled the umpire. Jackie's next pitch was a curve ball, whichcurved and dropped when it reached the plate. Babe swung. "STRIKE ONE!"the umpire yelled. Jackie decided to give him a fastball, shoulder high. Jackiepitched, Babe swung. "STRIKE TWOI"

8 Jackie was feeling more confident. The neat pitch was high, and Babe stoppedhis swing. But the ball dropped, going right over the plate. "STRIAE THREE!YOU'RE OUT!" yelled the umpire. Jackie had seruck out. the mighty Babe Ruth'

9 Next at the plate was Lau Gehr g, who was also a lert-handed batter and ahome-run hitter. Jackie decided on a pitch that most batters had trouble with—inside and just above his waist. She pitched, and Gehrg swung. Whoosh! Threetimes—Whoosh! She had struck out the Yankees' two best hitters! The crowdwent wild.

10 A few days after this e~ibition game, Baseball voided =cancelledCommissioner Kenesaw Mountain Landis voided JackieMitchell's contract, claiming that baseball was"too strenuous =

strenuous" for a woman.physically difficult

i l Although Jackie Mitchell did not have the same opportunities as men had inthe game of baseball, Jackie Mitchell will always be remembered for her spiritand her determination as well as her talent She is still remembered as "the girlwho struck out Babe Ruth:'

• •

0

-----------------------------------------------------------------------------------Page 12 ~~ . .


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You map PLAN your writing for question 34 here if you wish, hut. do NOT write

your final answer on this page. Writing on this Planning Page will. NOT counttoward your frnaI score. Write your fuial answer on Pages 15 and 16.

Answer

• #----------------------------------------------------------------------------------Page14 =..


t,~",~'~

~~~_. Jackie Mitchell played baseball dixring the 1930s. How did some people feel about

women playing baseball during that time? How did Jac~Cie Mitchell's actions showhow she felt about it? Use details from the passage to support your response.

In your response, be sate to

explain how some people felt about women playing baseball during the 1930s

explain how Jackie Mitchell's actions showed how she felf about women

playing baseball

< use details from the passage to support your response

GO O/VPage 15

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Student Practice Materials, Grade 3, Narrative Nonfiction Wrtting

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Page 16

Student Practice Materials, Grade 3, Narrative Nonfiction Wilting

erections303035P

Read this article. Then answer questions 44 and 45.

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by Jane Sullivan

1 It's winter in Alaska—midnight—nine degrees above zero. And yet, there

are people—grown-ups bundled against the cold; children are clothed in

scarves, gloves, and fur-lined boots, outside, looking at the sky. Why? It is

because the sky is putting on a show for them, a show we call the northern

lights. Scientists call it the aurora borealis.

2 Sometimes the northern lights are soft clouds of white. Sometimes they

dance across the sky in streaks of blue and green, yellow and red. What

causes the northern lights? VJhy can they be seen only at night? And why do

they change from night to night?

3 Scientists give us some answers. The Earth is a huge magnet, with two

poles, the North Pole and the South Pole. The sun has storms that send out

streams of tiny particles called electrons. Scientists call this stream the solar

wind. It races off into space and is pulled toward our two poles by their

magnetic force.

4 Reaching the Earth's atmosphere, the wind hits a stone wall, the magnetic

field that surrounds the Earth, called the magnetosphere. Energy from the

solar wind creates an electric charge. That is what makes the aurora borealis,

or northern lights, near the North Pole; the aurora australis, or southern

lights, are near the South Pole.

5 What makes the different colors? There is an easy answer for scientists.

We've seen different-colored, neon signs. Imagine such huge lights hanging

high in space-100 tulles high. When electricity heats up gases, they turn

colors. The electric charge in the magnetosphere goes through nitrogen in

the air, and it glows with a blue light. Oxygen turns green or sometimes red.

The stronger the solar wind, the stronger the electric charge and the more

colorful the aurora are.

6 Because the southern aurora can be seen only in or near Antarctica, most

people see the northern lights. To see them best, people look for them in



September or March. At that time, there are 12 hours of darkness, and thesolar winds are usually stronger.

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7 But why is this only at night? The auroras shine all day and all night, justas stars do. During daylight, the sun outshines them. The best time to see thenorthern lights is between midnight and 2:00 a.m. Is it worth staying up thatlate? You bet, especially when the solar wind is so strong that the lights are ascolorful as they can be.

8 The northern lights take on different shapes: shimmering curtains,colored clouds twisting and turning, and arcs of colors covering the entiresky. They appear close to the North Pole. If you do not live in places likeAlaska, Norway> or Canada, you probably won't see them. But you can seepictures of them on an aurora website.

9 Our world is filled with beautiful sights. A midnight sky filled with colorin a cold, cold climate is one of the most beautiful.



iaaoaoae

Why does the author ask questions throughout "The Aurora Borealis"? Use two detailsfrom the article to support your response.

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What is a main idea of "The Aurora Borealis"? Use two details from the article to


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The ~ejee Mermaidby &lame Pascoe

1 In the summer of 1842, New York City newspapers received a series of curious reports

from the South. Writers from several cities wrote that Dr. J. Griffin, a Brirish naturalist, had in

his possession something truly amazing—an actual mei maid "taken among the Fejee Islands"

in the Pacific Ocean. He was bringing the preserved specimen to New York on his way home

to London from China, where he had bought it for the Lyceum of Natural History.

2 The newspapers jumped on the story, and curiosity began to build. Could the naturalist

really have found a mermaid? The city would soon find oat. Ads and flyers appeared,

announcing an exhibirion. For "one week only," the public would have a chance to see a

creature that had been known only through stories.

3 The mermaid was the talk of New York. People lined up to see it and to hear the scholarly

Dr. Griffin speak about it. Most people had a bit of a shock when they actually laid eyes on

the sgecimen, Uiough. The Fejee Mermaid was not like the mermaids of fairy tales. Nor was

it anything like the beautiful creatures pictured in the flyers advertising the exhibit. It w as a

small, dried, ugly thing—"the most add of all oddities earth or the sea had ever produced;'

one newspaper wrote. Its upper body looked more like that of a monkey than a maiden.

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4 Some people said it was a monkey's torso, joined to a fish's tail. But other people were sure

it was real. There was no telltale. seam between the body parts. And on display alongside the

mermaid were specimens of other unlikely animals.There was a flying fish, for example, and aplatypus—a telltale: something that indicates

mammal with a duck's bill and poisonous spurs on its or reveals information

rear legs. Naturalists had once thought the platypus was

a hoa3c, but it turned out to be real. Perhaps the mermaid and the platypus were both what the

announcements for the e~ibit claimed: "links in the great chain which connects the whole

animal kingdom:' After the weeklong e~chibition, the Fejee Mermaid moved to the American

Museum on Broadway. It drew crowds there for a month and went on tour to other cities.

Everywhere the mermaid went, people paid to see it—whether they believed it was real or not.

Thatwasjust what P. T. Bamum, the proprietor of the American Museum, had plaruied.

"People Lgve to Be Humbugged"

5 Phineas T. Barnum was probably the greatest showman in American history. In 1842 he

had just bought the American Museum, which housed a dusty collecflon of oddities: He was

determined to make it New York's leading attraction. And when he saw the Fejee Mermaid, he

knew he had found a way to bring people through the museum's door.

GCS VNPage 6 =..


6 The "mermaid" was just what it looked like—a dried monkey's body stitched to a driedfish's tail. Fake mermaids like this were nothing new. Sailors bad been bringing similazcuriosities back to America and Europe for many years. This one had been azound since 1817,when a sea captain bought it in the Pacific. Believing that it was real, the captain paid a smallfortune for it He never made rnonep from his investment. After he died, his family sold thzmermaid to Moses Kimball, a Boston showman. Knnball leased it to Barnum for $12.50 aweek.

7 How was Baznum able to turn this crude fake into an overnight sensation? With shamelesshype. Baznum was a master at promotion. He didrit care whether people believed themermaid was real or not. He knew that if he could create enoixgh bazz about it, people woixldpay to see it.

8 The reports that appeazed in New York newspapers were actually written by Baznum. Hesent them to friends in Southern towns. The friends then mailed them to the New York papersover a period of weeks, in time with Dr. Griffuis supposed journey toward tlxe city.

9 Griffin was no more real than the mermaid. The scholarly naturalist ti~as actually LeviLyman, a friend of Barnwn's. He first took on the role in Fhiladelphia, where he alloweda small group of newspaper editors to have a peek at the mermaid. The stories they wrotehelped build "mermaid fever" in New York. So did the flyers showing beautiful mermaids,which Barnum had printed.

10 Trumped-up science was part of the promotion, too. The first half of the 1800s saw aflowering of new theories and research in natural history. Barnum made his hoa;c morebelievable by having a "scientist" present it and by including actual animals such as theplatypus in the e~ibit. Of course, real scientists were quick to spot the fake. But that didritstop Barnum. New ads urged people to see the mermaid and draw their own conclixsions."Who is to decide when doctors disagree?" the ads declared.

11 The Fejee Mermaid helped make Barnums museum a huge success. It was just one ofcountless curiosities that filled the museum's five floors. Like the mezmaid, many of thee~chibits were fake. No one seemed to mind. As Barnum said, "People love to b~ humbugged:'

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BOOK1

Go an►-----------------------

Page 9

Student Practice Materials, Grade 3, Informational Writing

irectionsRead this passage. Then answer questgns 37 and 38.

1 Have you ever tried standing on your head? Chances are, the first time youdid, you fell dawn. It may even have taken a while to master this upside-downbalancing act. Artist Sepp Bogle has a balancing act of a different nature. Hebalances rocks. He wasn't always a rock balancer, "I was a cook, and then asalesman, before I began to balance rocks;' he says.

2 Years ago, Bogle and his daughter moved to a small town on the shores ofLake Constance in Germany. Bogle was sitting on a bench near the water oneday, watching someone stack rocks on their flat sides. He decided to try it. It waseasy—too easy.. "I thought, What if I turn them on their }pointy ends? Will they

stand?" he says.

3 Incredibly, they did. "I've been doing it ever since; says Bogle:

The Last Tree

4 Bogle still lives and works in the small German fawn of Radolfzell where heand his daughter moved all those years agq. His studio is under the very last treealong a boardwalk called the Mole.

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5 Tourists travel from all over Germany and other European countries tosee the artist at work. Sorne come to figure out his trick Bogle smiles at thedoubters. "There is no trick, not like what they mean. I don't use glue or hiddensupports. I listen to the rocks:'

6 'that may sound sfrarlge, but the truth is that humans do this kind of"listening" all the time. When a baby tries to situp for the first time, it's abalancing act. The brain has to combine informakion from the eyes, the muscles,and the balancing system of the. timer ear to figure. out how to keep the bodyupright. Balancing takes a lot ofpractice. Babies often spend at least six monthspracticing before they can sit up without falling over.

7 A similar but simpler feat is balancuig a ruler on one finger. If either side istoo long, the ruler will fall to the ground.. The key is finding the point where theweight of each side of the ruler is equal, This spot is called the center of gravity.When you find it, the ruler rests on your finger in perfect balance.

A Balancing Act

8 Balancing racks, as Bogle does, is harder. But why? A ruler offers clues. Thecenter of gravity should be halfway along the length of the ruler—near the6-inch mark on a I2-inch ruler:

9 In the rocks that Bogle balances, the center of gravity lopsided ~ havingis much harder to find.. These rocks can be shaped like one side that islopsided eggs ar pears and often leave funny knobs, tower or smallerbig bulges, or craggy points. The center of gravity is than the other

somewhere inside the rock. No marks show where to findit. And if the point oil the end of the rock is small, its hard craggy = rougto center the weight of the rock.

10 In addition, since Bogle balances many rocks on top of one another, thzcombined weight of the rocks has to be evenly balanced over the point thebottom rock stands on. it's like acrobats balancuig one on top of the other. Iftheir combined weight isn't perfectly bala~lced over the person standing on theground, the~ll topple over.

11 To balance the rocks, Bogle tries again and again. He uses spuren ("sense" or"feel" in German). He says he "listens" to the rocks and lets the cocks "tell" himhow to balance them. He sa}rs forhim, iPs a kind of meditation.

12 For the visitors who journey to the last tree on the Mole, the balanced rocksare a wondrous sight to see.

• #

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''`~"' Wh does the author com are what Bo 1e does to sarneone standin on their head?Ezu~ j, Y P g gUse twa details from the passage to support your response..

How does the picture add to the reader's understanding of "Salaneuig Rocks"?~~ Use two deCails from the passage to support your response.

~o am----- -

---... ~ - -----------------------------

Page 7


erections304033P

Read this article. Then answer questions 40 and 41 .

~ ~ ~ ~ ~ ~ ~ ~i•' •'

s ~" s

by Shelly Akins

1 YOUR HEART RACES. You stood in line for hours to ride the new

monster coaster. Now> you're being strapped in and warned to keep your

hands and arms inside the car at all times. A thought crosses your mind as

you are launched out of the station: How in the world do they build these

monster coasters?

The Design

2 "Amusement parks dont make their own rides. They go to

manufacturers;' says Monte Jasper. He is in charge of coasters at Cedar Point

Amusement Park in Ohio. It's his job to maintain the coasters they have and

to work on new ones.

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3 Sometimes an idea for a new coaster begins at the amusement park.

Someone takes the idea to different building companies and asks them to

come up with a design for the coaster. Then the park picks the design that

works best for them. Other times, new coasters begin when a company has a

design. Then that company goes to different parks and tries to sell their

design. Either way, the builders and the park work together before

construction begins.

4 Roller coaster designs are based on several things: How high will the

coaster be? What will the surroundings look like? How much does the park

want to spend? Some coasters are designed to break records—tallest, steepest,

fastest, longest.

5 Until recently, coasters could not be over 250 feet high. The chains that

pull the cars on the coaster to the top of the first big hill weren't strong

enough to lift the coaster higher than 250 feet.

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Student Practice Materials, Grade 4, informational Writing

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6 But now coasters are made with cables, not chains. This new technology

means that the sky's the limit for roller coaster height. As of September 2008,

the highest roller coaster in the world is Kingda Ka at Sup Flags Great

Adventure in Jackson, New Jersey. It juts an amazing 456 feet into the sky!

7 "The cable lift works like an elevator;' explains Jasper. "It is also steeper,

smoother, and faster than a traditional chain lift:'

8 Here's how it works: The coaster cars hook onto a constantly moving

cable. The cable pulls the coaster to the top of the structure at a speed of

about 22 feet per second. That's about 15 miles per hour ...uphill. At the

top, the hooks let go of the car, and it speeds down the other side at

100 miles per hour. Yikes!

9 Roller coaster cars dorit have engines. Once they head downhill, the cars

are on their own. Gravity takes over. The higher the hill, the more time

gravity can pull on the car and the faster it goes. Think of it this way: If you

ride a bike or a sled down from the top of a really big hill, you go faster and

farther than if you ride down a little hill. Coasters work the same way.

Putting It Together:

10 "[Roller coaster] parts are shipped in 40-foot sections because that is the

largest piece that will fit onto a truck;' says Jasper. The park then puts the

pieces together when they arrive. A big, new coaster costs about $25 million.

11 Once the coaster is completed, the park maintenance crew goes over the

whole thing closely to make sure everything is working the way it is

supposed to before the public is allowed to ride.

Is Et Safe?

12 Very few people are hurt on roller coasters each year in the United States.

In fact, it's much more dangerous to ride in a car to the amusement park

than it is to go screaming down that coaster!

13 Computers control all parts of the coaster. These computers let the ride

operators know of any problems with the cars or the tracks. Coasters make

you feel like you are in danger but don't actually put you in danger.

Coaster Wars

14 Amusement parks are constantly battling to build higher, faster, longer,

scarier coasters. Cedar Point is in the middle of such a war. They are

2015 E(A Grade 4 Released Questions 14


constantly looking for designs that are bigger and better than coasters that

have already been built. "You could say that it's part of our identity;'

says Jasper.

15 Coaster wars mean bigger, better, more-thrilling coasters to ride. Who

doesn't want that?

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Student Practice Matenais, Grade 4, Informational Writing

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Why was switching from chains to cables in the building of roller coasters important?

Use two details from the article to support your response.

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Primary CCLS: R1.4.1:

Refer to details and examples in a text when explaining what the text says explicitly and when drawing

inferences from the text.

Secondary CC~S: 1.4.7 and L.4.2

Statewide Average Points Earned: 1.7 7 out of 2

See Short-Response (2-point) Holistic Rubric and the full-credit sample student response.



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According to the article, why do some amusement parks continue to buIld new roller

coasters? What factors do parks and builders consider when designing new rollercoasters? Use details from the article to support your response.

In your response, be sure to. explain why parks continue to build new roller coasters. describe the factors that amusement parks and builders consider when designing

roller coasters. use details from the article to support your response


O


Primary CCLS: RL4.2:

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Secondary CCLS: W.4.2, W.4.4, L.4.7, L.4.2, L.4.3, and L.4.4

Statewide Average Points Earned: 1.80 out of 4

See Extended-Response (4point) Holistic Rubric and the full-credit sample student response.

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L'O Ld IPN N -b H id ?i :v a'a u° ~ 24 2015 ELA Grade 4 Released Questions

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Student Practice Materials, Grede 3, Informational Writing

erectionsRead this passage. Then answer questions 32 and 33.

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dare For.~~ Kittenby Stephanie Bearce

1 Would you like a furry pet that likes to jump, play, cuddle, and purr? If so, a

kitten could be the perfect pet for you. Baby cats are called kittens, and they like

to be with people. They enjoy playing games, chasing string, and batting balls

with their paws. Kittens love sitting on a person's lap and being petted. 'They are

small and like to live inside with people. Kittens make great pets.

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2 Have your parents said that a pet would be too messy in the house? Kittens

are neat and tidy animals. They do not often need a bath because they use their

tongues and paws to clean their fur. Kittens are also tidy about their bathroom

habits and quicklylearn to ase a litter box

3 Do your parents say that a pet needs lots of morn? Are they worried about

exercising a pet? You can tell them that kittens do not need a lot of space. 'They are

happy living in small apartments and are good pets for people who live in towns

and cities. Kittens do not need to go to the park for exercise, and they do not need

to be walked on a leash. They exercise by jumping and running around the horse.

Because they are so active, it is important to keep their play space clean and free

from objects that could hurt them. Kittens must be supervised to ensure they

dori t tear up things they shouldn't—like furniture, carpets, or curtains.

4 Do your parents think it costs too much for a pet? You can tell them that

kittens are not too expensive. You can adopt kittens from animal shelters, or you

can look in the newspaper to find people who are giving awaykittens for free.

Kittens do not need lots of expensive food. Mostkittens like to eat dry cat food.

They only need about a cup of food a day. Kittens do need regular visits to the

veterinarian. Every year your kitten will need shots to keep him or her healthy.

This can cost over $100. Sometunes kittens can become ill, and they may need

medicine from a veterinarian. This is another cost of having a kitten for a pet.

. - . Book 2

Stutlent Practice Materials, Grade 3, informational Writing

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5 When kittens are happy they will purr. Purring is a deep rumbling sound inthe kitten's chest It is fun to pet a kitten and make it purr.

6 Petting a kitten can also make you feel better when you have had a bad day.Doctors have found that when people sit quietly and pet a kitten, their hearts beat

slower. That makes their blood pressare lower, and low blood pressure is a good

th9ng, You can tell your family that having a kitten will be good for their health.

7 Kittens are fun to watch. They are great athletes. This is because Cheyhave a

good sense of balance. If they jump or fa11, they usuallyland on their feet. They

have special muscles that help them tHnst their bodies in the air. Kittens havestrong leg muscles. 'Iheylearn to climb and jamp when they are veryyoung.

8 Kittens are smart and love to learn. Sometimes people think that you cannot

teach a kitten tricks. That is because kittens are independent. They like to exploreon their own and do what they want. But kittens can learn rules and how to obey.

You can teach your kitten to come and sit, to lie down, and maybe even how to

ring doorbells and flush toilets.

9 Today, kittens are some of the most popular pets in the world. You can find

them in apartments in New York City. You can see them in Paris, France, or onfarms in Missouri. Almost anywhere there are people, you will find kittens.

GO YlV----Page 7


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r'=^ How are paragraphs 1 through 4 alike? Use two details from "Excerpt from How To~~,;_~ ~ ~ Convince Your Farents You Can ... Care For A Kitten" to support your response.

"' ° Why does the author include the cost of raising a kitten in the passage? Use two details

C=~3 from the passage to support your response.


irectionsaosoaiaRead this article. Then answer questions 54 and 55.

by Laura Driscoll

New Life, New Pet!

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1 November 4, 2008, was a night of big changes. Barack Obama had just been elected

the first African-American president of the United States. He and his wife, Michelle

Obama, and their young daughters, Malia and Sasha, were goutg to be the country's next

First Family. They would soon leave their home in Chicago and move into the White

House in Washington, D.C. Sasha and Malia would start a new school. As the First Lady,

their mom would become one of the busiest and most famous women in the world. Their

dad was going to have the most important job in America.

2 In his victory speech, Barack Obama said, "Sasha and Malia, I love you both more

than you can imagine. And you have eazned the new puppy that's coming with us to the

White House:'

3 This was big news for Sasha and Malia. But over the yeazs, First FamIlies have had

all kinds of pets: dogs, cats, mice, snakes, birds, elephants, sheep, horses, a hyena, a

hippo, and even an alligator! Only three presidents in US history did not have a pet in the

White House.

4 So why have pets been so populu with First Families? Maybe it is because pets can

make a big house—like the White House—feel more like a cozy home. Pets can force a

busy president to make time for fun. And pets can give friendship to someone doing a

hard and sometimes lonely job.

A President's Best Friend

5 Can you guess the most popular White House pet over the yeazs? The dog, of course.

In fact, every president for the last ninety years has had a dog. From terriers to retrievers,

spaniels to collies, each pet has had a personality as unique as his or her president.

6 During his time in the White House, George W. Bush (president from 2001-2009) had

three dogs. One was a Scottish terrier named Barney.

7 Barney's biggest claim to fame was as the star of "Barney Cam:' For Christmas in

2002, Barney shuffled around the White House with a 6ny camera attached to his collaz.

He filmed a "dog's eye view" of the holiday decorations. This footage was added to the

Bush famIly's Christrnas video and was put on the Internet. Millions of people watched

and loved it!


Student Prectice Materials, Grade 5, Informational Writing

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$ After that, Barney Cam became a Christmas tradition in the Bush White House.

Famous singers and athletes even appeazed in some of Barney's videos.

9 In 2005, the Bushes got another Scottish terrier named Miss Beazley. She came to the

White House as aten-week-old puppy. Neact to Barney, "Beezie" looked tiny. But a few

loud barks at Barney told him she was no pushover.

10 Before either Barney or Miss Beazley arrived, there was Spot, an English springer

spaniel. "Spotty" and Barney were good pals. The president sometimes took them on trips

together in Marine One, the presidential helicopter. Spot usually got on without a fuss. But

Barney? The president sometimes had to chase him around the lawn before he would go

aboard.

11 Spot's mother, Millie, belonged to another First Family. Millie lived in the White

House when George W. Bush's father was president. His name was almost the same:

George H. W. Bush (1989-1993).

12 While Millie lived at the White House, she gave birth to Spot and her five brothers

and sisters.

13 Besides being a mom, Millie was abest-selling author! Millie's Book: As Dictated to

Barbara Bush was published in 1990. It sold more copies than a book the president wrote!

14 President Bill Clinton (1993-2001), First Lady Hillary Clinton, and their

twelve-year-old daughter, Chelsea, came to the White House with only one pet—a cat

named Socks.

15 Socks had joined the Clinton famIly about two yeas earlier. Chelsea was at her piano

teacher's house for a lesson. Socks, then a stray kitten, was playing in the teacher's yard.

When Chelsea held her hands out to the kitten, he jumped right into her arms! Even

though Chelseas pazents were allergic to cats, they couldn't resist adding the kitten to

their family.

16 As the First Pet, Socks became famous overnight. Letters to Socks poured in from his

fans—especially kids. Some asked Socks to send them his "pawtograph"

17 Five years after moving into the White House, the Clinton family became dog

owners. Buddy, a chocolate Labrador retriever, was just a puppy when he arrived at the

White House.

18 Right from the stazt, he and the president were good friends. Buddy spent much of his

time napping behind the president's desk in the Oval Office. At least once a day, Buddy

dropped his ball at President Clintons feet and started bazking. He wouldn't stop untfl

Clinton came outside to play fetch.

2015 ELA Grade 5 Released Questions Y~

Student Prectice Materials, Grede 5, Informational Writing

iaaosoae

In "Excerpt from Presidential Pets," what is the most likely reason that Bazack Obama decided

to get a new puppy when he was elected president? Use two details from the article to support

your response.

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Stctewide Average Points Earned: 1.45 out of 2




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According to "Excerpt from Presidential Pets;' how have pets historically affected life at the

White House? Use two detaIls from the article to support your response.

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Secondary CCLS: L.5.1 and L.5.2

Statewide Average Points Earned: i.30 out of 2




erectionsRead this story. Then answer questions 25 through 2'7.

Emily Iives in Wizshington, D.C., in 1908. This afternoon she has been invited by her

friends to see her first motion picture. In 1908, motion pictures were silent, so piano

music was played in the theater to help the audience understand what was happening

on the screen.

•-

by Dartene Beck Jacobson

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i We're bundled under wool blankets to keep most of the chill off. With a jug of

hot chocolate and a sack of Mrs. Cook s sugar cookies, I hardly feel the cold.

2 Charlie does most of the talking, telling us about the things we'll see. He's

been a couple times already, and since Rose and I are first timers, we nod our

heads, nibble cookies, and listen. Charlie's excitement captures us like lightning

bugs until we're glowing and buzzing with anticipation. Before I know it, we pu11

up in front of a store on Seventh Street. A huge sign in the window says: SEE

THE WC7NDER5 OF THE WORLD. HAVE SOME LAUGHS. ENJOY THE

FINEST SONG AND DANCE ACTS AND MUCH MdRE FOR ONLY 5

CENTS.

3 "Are we really going to see singing, dancing, and action all at once?" I ask. It's

hard to imagine so many exciting things at the same time.

4 "Just wait until you see!" Charlie crows.

5 Mr. Conk ties up the horse and helps us all out of the wagon: "Bring the hot

chocolate and cookies;' he says.

6 "We can eat and drink while we watch the show," Charlie explains.

7 To say it is anflke anything I've ever seen only tells part of the story.

We enter a room nearly the size of the carriage barn. There are some benches

up front, but they're taken. We sit in some straight-back chairs half-way down

the room. No sooner do we sit than the lights dim, and a spotlight shines on the

white wall in front of us. An enormous photograph fills up the light on the wall

and starts to move.

•

• - 1Session


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9 It moves faster.

10 When a train moves past open fields, mountains, and lakes, I gasp. I can

almost feel the wind on my face as the train rushes by. There are comedy skits

with famous follcs from vaudeville telling jokes, slipping on banana skins, and

singing funny songs. I watch dance pictures, and one about the American

Revolution with people dressed in costumes.

vaudeville = a type of entertainmentthat wes popular in the UnitedStates at the time of this story

11 Pm dizzy, wide-eyed and breathless, watching it all. When I think it can't be

any more exciting, a piano player begins music that skarts ont slow and easy.

Once the action on the wall speeds up> the music does too, so I have the feeling

I'm right in the middle of the fight between the cowboys and Indians. Then I'm

chasing bank robbers down a city street. IPs as if it's happening right now before

us. Stories are told with signs spelling out what's happening, and> through it all>

the piano music fills the room.

12 The sights make me want to jump from my seat, but the piano music makes

me want to dance, soar, and fly. It's alxuost as good as being in the forge.

13 Almost—but not quite.

14 Still, I can't take my eyes off the piano player. In the dark it's hard to see what

he looks like. His music makes the ~rawd laugh, cry, shout, and swoon, at just the

right moments.

15 When it's over and the lights come back on, the piano player faces the crowd

and takes a bow

16 NIy mouth falls open and T can't stop staring at what I see.

17 A WOman.

Y 8 "Well, what do you think?" Charlie asks.

14 "I loved the sang and dance parts; Rose says, smiling.

Page 3


20 "Did you see the woman playing the piano? I didn't know girls could have

such a job." I'm so excited I feel like it's my birthday and Mama made my

favorite applesauce spice cake.

21 "It was a lady?" Charlie scratches his head.

22 Rose, Mr. Cook, and I all laugh at his confused expression.

23 "How could you not know that?" I say.

24 Charlie shrugs. "I was so caught up in the action, I didn't pay attention to

anything else"

25 "She made the action; I say as we gather our coats and empty cups and head

for the exit.

26 "You're crazy;' says Charlie.

27 "What do you mean?" asks Rose.

28 "Do you think it would have been anywhere neaz as exciting to watch with no

sound?" I say.

29 They ali look at rne, and Mr. Cook laughs and says, "By golly, Emily> thaYs

something I never considered. The moving pictures were entertaining, but chat

piano told you when there was danger, or tragedy, nr just plain fun."

30 "Exactly;' I say.

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Page 4


E ~~~` Why does Emily say that she and her friends are glowing and buzzing with

anticipation' in paragraph 2 of "Excerpt from Wheels of Change"? Use two details from

the story to support your response.

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Page 5

Student Practice Materials, Grade 4, informational Wrfting

What theme is supported by paragraphs 12 through 17 of "Excerpt from Wheels of

~~' Change"? Use two details from the story to support your response.

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Stutlent Practice Materials, Grade 4, Informational Writing

~~~ How are Rose's and Charlie's reactions to the piano music different in "Excerpt from

r"' "' Wheels of Change"? Use twa details from the story to support your response.

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by Charles C. Hofer

Raising a nest of young birds is a lot of work. Parent birds have to keep their

eggs safe from predators, shelter the chicks from weather, and find enough food

for all those hungry mouths. Different kinds of birds do these things in different

ways. But they all face the same challenge: making sure that there's a ne~ct

generation of birds.

The More, the Merrier

2 The Gambe]'s quail lives in the deserts of the American Southwest. These

ground-dwelling birds usually lay 10 to 12 eggs at a time in a shallow nest. That's

a lot of tiny mouths to feed

Gambel's quail chicks don't need much attention. Just hours after hatching,

they're up and running. And the}~d better be quick! These birds are a favorite

prey of desert hunters like bobcats, snakes, and hawks. This means that only a

few chicks will survive to be adults. By laying lots of eggs, adult quails increase

the chances that at least same of their young will grow up to lay eggs themselves.

Try, Try Again

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American robins are common backyard birds. They also lay many eggs—but

not all at once. Instead, robins raise two to four batches of eggs over the summer.

Robins build cup-shaped nests that hungry predators like snakes or raccoons

can easily raid. Building several nests in a season instead of just once makes it

more likely that at least one clutch will survive to become adult robins.

Spiny Hideaway

Many birds try to improve their eggs' chances by hiding their nests. The Gila

woodpecker has found a great hiding place—inside the giant saguaro cactus. This

woodpecker drills a hole in the tactas, where she lays about siac eggs. Not many

egg-stealers are willing to risk being stuck by the sharp spines.

Page 8

Student Prectice Materials, Grade 4, Informational Writing

~ 2~; According to the article "How Birds Beat the Odds; why does the GambePs quail lay so

~°' -~ many eggs? Use twa details from the article to support your response.

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Session 2 Page 9


~ In "How Birds Beat the Odds;' how does the heading "Try, Try Again" relate to the

}? information in paragraphs 4 and 5? Use two details from the article to support

your response.

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Answer

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Student Practice Materials, Gratle 4, Informational Writing

'~ ~~, In "How Bixds $eat the Odds" and "Meerkat Chat;' what is one problem that birds and

'~~~~' meerkats share? How do birds and meerlcats Yry to solve this problem? Use details from

bath articles to support your response.


e identify a problem that birds and rneerkats share

• explain how birds and meerkats try to solve this problem

~ use details from both articles to support your response

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Page 15


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Page 16


&arthwatch is a group of volunteers who study horned lizards in Arizona. ThevoPunteers are helping us to know more about these lizards.

Looking Uut far Lizards8y Deborah Churchman

1 There are 13 different species (kinds} of horned lizards. Most of them live in

warm, dry places from southern Canada to Central America. (The species in this

story is called the Texas horned lizard.) Scientists don't know mixch about any of

them.

2 They do know that there seem to be fewer and fewer of these lizards around.

People are building roads, houses, and malls in many of the places where the

lizards once lived. Plus, some kinds of pesky ants may be pushing out the lizards'

favorite food—harvester ants.

3 To save these lizards, people need to know a lot more about where they aze and

what they need. And thaYs why the Earthwatch group was helping to study them.

Wicked Cool

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4 A horned lizard is one wicked-looking dude, with its sharp spikes and tough

skin. But iPs really a fat, harmless little creature with a slow, gentle way of life.

5 Horned lizazds waddle around and scarf up ants—as many as 170 of them in

one day. It takes a long time each day to catch that many ants---and a big, tough

stomach to digest them.

6 That big stomach slows the lizard down. The lizard can't dash away from

enemies, so it uses other tricks to stay safe.

7 For e~cample, if a hawk flies overhead, the lizard flattens itself on the ground.

That way it casts no shadow (Shadows act as easy-to-see ouflines.}The lizard's

colors also help it blend into its sandy desert home.

8 If the lizard is attacked, it puffs up and hisses. And if the attack is from a fox

or coyote, the lizard may shoot blood out of its eyes! Sounds pretty creepy, huh?

Plus, the blood tastes really bad.

Page 91

Stutlent Practice Materials, Grade 4, Informational Writing

Even if the enemy does get hold of the lizard, those prickles make it tough preyto swallow Yowch!

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Looking for Lizards

10 The first thing the volunteers did. to study horned lizards was find them. 'IhaYsa lot larder than you'd think? The Earthwatch volunteers had to walk around allday in the hot sun just to find 10. As they caught each one, they put it in a mesh

bag to keep it safe. They also marked the place where it had been found.

11 They took the lizards back to the lab to weigh and measure them and putlittle backpacks on them. {The baclq~acks held tiny radio transmitters.) They

gave each lizard a number and put the lizards back where they'd found them.'Ihe transmitters helped the volunteers find the lizards again a few days latex The

volunteers used antennas to pick up beeps from the transmitters and follow themto the lizards.

12 Once they found the numbered lizards again, the volunteers spent four hours

each day keeping track of each one. The volunteers had to be very cazeful not

to bother the lizards. Theywanted to see how each one normally acted. The

volunteers wrote down what the lizards ate, when and where they ate it, andwhether theyhung out in the sun or shade.

Final Answers

13 Finally, the volunteers scooped up a lot of lizard droppings and took them

back to the lab. There, they looked through a microscope to see what was in thedroppings.

14 What they found were a Lot of ant heads. If the volunteers looked carefully,

they could figure out which species of harvester or other ants the lizards were

eating. It was yucky work, but at least they were out of the sun!

15 On the last day, the volunteers caught all of their lizards again and took offthe animals' bacl~acks. Then they gently cazried each one back to where it was

found and set it free. It was sad to say goodbye. But it was good to know that theirwork helped scientists understand more about what horned lizards need. The

more scientists know, the easier it will be for them to help save these gentle litflecreatures.

Page 92


The Food Chain Gang

16 Terms homed lizards are part of a simple food chain. Punts such as mesquite

(mess-KEET) grow seeds (1). Harvester ants eat the seeds (2). And horned lizardseat the harvester ants (3).

17 But when people move in, they often clear away the plants. That means fewerseeds to feed the ants—and fewer ants to feed horned lizards.

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' " In the section "Looking for Lizards," why are the tools the workers use to study the

~~~"= lizards important? Use two details from the article to support pour response.

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Page 12 =..


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Both articles focus an animals that need help. Why do these animals need help? How

is the Delp these animals need similar and different in both articles? Use details from

both articles to support your response.

""~

40


explain why the animals in both articles need help

explain how the help these animals need is similar and different in both articles


Book 3

Vo Vl!

Page 13


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Page 14

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Book 3

Stutlent Practice Materials, Gretle 4, Informational Writing

irectionsRead taus article. Then answer questians 30 and 31.

,.

by Karen de Seve

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1 The afternoon sun bakes the hot desert sand. It's too hot to hunt—or even

move. In the shade of a tree is a pile of brown fur, skinny tails, and tiny feet. A

mob of 20 meerkats naps, waiting for the temperature to coal down so they can

return to foraging for food.

2 No one notices that one curious youngster is more interested in eacploring

than sleeping. He scurries through the tall grass toward the edge of the family's

four-square-mile home base. Then he stops, stands up on his hind Iegs, and looks

around. Something is watching him.

3 A nearby goshawk eyes the meerkat and launches into flight. It can easily

swoop down and nab the furry pup in its orange claws. The meerkat sounds the

alarm. He squeals "danger, danger" into the air. The urgent ca11 alerts his family,

which runs to his rescue. The goshawk flies away, realizing that it can't win

against a big group.

4 As meerkats know, danger lurks everywhere in the Kalahari Desert of South

Africa. Strength in numbers is a survival skill for khese burrowing animals.

Another key to survival—out in the world or within the family—is

communication. Meerkats have a wllection of chirps, squeaks, and growls that

mean different things.

5 "Meerkats have more than 30 different calls or vocalizations. These are

different things they want to say;' says Simon Townsend, a researcher at the

Kalahari Meerkat Project in South Africa. The organization's scientists have spent

years studying wild meerkat mobs. 'They're cracking the communication code to

figure out what meerkats are saying—and how much they understand.

~.11CiII~T ~18 CS~1

Lookouts in a meerkat mob constantly scan the surroundings for danger. Up

on hind legs, head in the air, looking, listening. Maybe it will be a bird in the sky

or a snake in the grass. Maybe a wild cat is stalking from the bushes.

~~

Page 11


Suddenly a shadow moves across the grass. A lookout gives ahigh-pitched call

and everyone runs for the burrow. From the safety of the entrance, they all look

at the sky to see the incoming threat. An eagle flies over the tunnels that the

meerkat family calls home. But the eagle is a mile away and not interested in

meerkats today.

To figure out if that alarm call had a specific meaning, researchers watch what

the lookout saw and how the mob responds to his alarm. They also record the

ca11 with a microphone. The team has been collecting different calls to see what

they mean. "We know a certain call is always made when they see something

dangeroixs in the air or on the ground;' Townsend says. "One call might mean,

Look, danger on the ground° Another might mean, Look, danger in the air.' "

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" ~ "' Based on the article "Meerkat Chat; why is communication imporfiant to meerkats? Use

two details from the article to suppart your response.

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Planning Page




Answer

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Page 14


~ 3 ~rt In "Haw Birds Beat the Odds" and "Meerkat Chat;' what is one problem that birds and

r =~'' meerkats share? How do birds and rneerkats try to solve Chis problem? Use details from

bath articles to support your response.

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• identify a problem that birds and meerkats share

• ea~plain how birds and meerkats try to solve this problem

• use details from both articles to support your response

Session 2

V ~!~

Page T5

Stutlent Prectice Matenais, Grade 4, Informational Writing

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erectionsRead this article. Then ansK~er questions 32 and 33.

The California Gold Rush started in 1848 after gold was first found near

Sacramento, California. It lasted through 1855. Many prospectors, or people hoping

to become wealthy by ~nding gold, made tl:e trip. These prospectors were also

called forty-niners because so many of them came to California sn 1849.

R~.shing Westby Joaai Holu~a

1 There were three main ways to get to California from the eastern United States.

Each way was hard and dangerous. In 1848 and 1849, about forty-one thousand

people went by sea in 697 slops. About forty-eight thousand went overland.

z Going overland was the cheapest way. To stay safe, travelers formed groups

called wa on trains Trails were

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grugged, so wagons pulled by oxenwent slowly. If you walked, youcould keep up with the wagons. Butyour shoes wore out fast, and yourfeetwould get awfully sore.

3 Wagons crossed rivers, prairies,deserts, and steep mountains onthe trip. West of Ohio, the countrywas mostly unsettled. There wereno people or houses for many milesaround.

4 It took seven months to get toCalifornia from East Coast cities

~~h renrro,y

Santa Fe F

New Ege~ci~e~rerricory_

Texas

such as New York. Twa other major

starting points were the Missouri cities of St. Joseph and Independence. From

the Midwest, the trip was two thousand miles long and took five months. The

Oregon, California, and Santa Fe Trails were the most popular wagon routes to

the West.

GV ol!

c.. Page 7


Most overland travelers made it to California if they stayed on schedule. They

had to leave Missouri by the end of April in order to make it through the Sierra

Nevada mountains before winter came. Otherwise, they might get trapped in the

snow.

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6 Many "overlanders" faced plenty

of problems. Like accidents andsnakebites. Or running flut of food

and water. Dr broken wagons and

injured oxen: Cholera was caused bydrinking water polluted by bacteria.

It killed 1,500 travelers in 1849.

7 Prospectors who could affordit went to California by sea. Theypaid fares of $200 to $1,000. Goingby ship was faster than traveling by

wagon train.

8 There were two main sea routesfrom fhe East Coast..Both usuallysailed southward on the Atlantic

Ocean from New York or Boston.

9 The longer route went aroand

Cape Horn. That's at the southern tip of South America. From there, ships sailed

north on the Pacific Ocean to San Francisco. This route was almost 15,000 miles

long. It asually took five or six months to complete the journey. Fast clipper ships

like the Flying Cloud could make the trip in three months. But there weren't

enough of them to take everyone who wanted to go.

10 The shorter sea route (only 5,300 miles) went down the Atlanfic coastline only

as far as the Isthmus of Panama. The isthmus was afifty-mile-wide strip of land

connecting North America and South America. The east coast of Panama is on

the Aflantic Ocean. Its west coast is on the Pacific.

11 At the isthmus, passengers got off their ships. They went forty tulles up

Panarnas Chagres River in wooden canoes. Then, they traveled on mules through

a jungle to Panama City on the Pacific side. There were wild animals such as

crocodiles and monkeys in the jungle. Panama is near the equator. It was hot and

humid. Some travelers caught diseases such as malaria and yellow fever from

mosquitoes.

7

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12 If all went well, the trip across the isthmus took only siac weeks: However,

prospectors might have to wait weeks in Panama City before a ship would arrive

that was bound for San Francisco.

13 Today, trarreling by ship often means enjoying a floating vacation. But life

aboard a ship in the i840s and 185Ds was very different. The food had bugs and

mold. The drinking water wasrit always clean. Sometimes ships ran out of both

before the trip was over. There were rats on board. If passengers were injured or

sick, they were on their own. There might not be a doctor to help them. There

were terrible storms, especially near Cape Horn. Some ships sank.

14 Still, ships left for California almost every day u11849. Shipping companies

adverrised all around the world for passengers. This fueled gold fever in faraway

places such as China, Australia, and Europe. But the ads didn't mention the

problems passengers would face on the voyage.

15 Many prospectors kept diaries and sent letters home. A man mined S. Shufelt,

who sailed from New York to California in 1849, wrote in a letter to his cousin, "I

have left those that I love as my own life behind &risked every dung and endured

inanq hardships to get here, & T want to make enough to live easier & do some

good with, before I return."

16 Like all forty-niners, he hoped his struggles would pay off. In gold?

r

Page 9


~"3~ : How does the first map contribute to the understanding of "Rushing West"? Use

~'~ "` two details fzom the arficle to support your response.

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''~ `. Why is the letter inclixded in paragraph 15 of "Rushing West"? Use two details from

~'` the article to support 'your response.

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Page 10 =••



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There's a call in the air. "Wh000, hoo-hoo, hoo, hoo." It almost sounds like,

"Whds awake, me too:' There is only one bird that sounds like this—the great

horned owl. It can be heard about anywhere, because these owls live in mountain

forests, desert canyons, city parks, and even on some rooftops of homes. They are

very widespread and adapt easily to many environments. They live all over North

America, Central America, and certain regions of South America.

Great horned owls hunt just about anything that's not too big for them. They

like insects and scorpions, great blue herons, snakes, jackrabbits, mice, other

birds, and lots more. They also like cats, so keep your cat inside. Another

delicious meal for a great horned owl is a skunk! The world is just one big

smorgasbord for this big owl.

smorgasbord =meal with many

foods

+:'

• .. - . Session'2

by Shiriey Anne Ramaley


3 Its wing span can reach five feet—that's the size of many shorter adults! There

are no predators that hunt this owl. It is the great horned owl that is the top

predator.

4 When it hunts, it likes to sit and wait. It can hear the smallest sound, like the

squeak of a tiny mouse from far away. Its excellent vision in low light makes it

the perfect night hunter.

5 Like all raptors, or birds of prey, great horned owls use their feet instead of

their beaks to capture prey. They have powerful feet with curved, sharp talons.

The hooked beak is for cutting and tearing meat. Not much gets away from this

big bird!

6 They aze the only owls with ear tufts. Scientists disagree on why they have

them, but it is a very interesting feature. Some people say the owl lowers the ear

tufts like a dog when it's upset. If you see one, take a good look at the eaz tugs.

Maybe it will let you know what it thinks of you.

~ Their ears are offset, and not even like those of people and most other animals.

This means their ears aze slightly tilted in different directions. They are able to

determine something's location and establish the distance between two points.

The owl tilts its head until the sound is equal in both ears. This pinpoints the

direction and distance of the sound of the possible prey.

A common belief is that an owl can turn its head completely around. Actually,

while it can rotate its head 270 degrees, it can't turn completely around. (If it

could, that would be 360 degrees.) Unlike our eyes, owls' eyes are fixed in their

sockets. They cant move their eyes up and down. Instead, they move their entire

head.

360 degrees = a full circleN bJ W• O

v 9 The eyes are really big. If a great horned owl was as tall as a human, the eyes

x a would be as big as oranges!x

y v 10 The owl has something else that helps it hunt. Its flight is silent. The feathers

w w are soft, like fleece. This deadens the sound as air rushes over the wings while the

m ;, owl is in flight. At night, as the owl flies silently toward its prey, the prey animal

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ll The owls nest in January and raise their families in winter. The female sits on

the eggs, and the male brings her food. The eggs take about a month to hatch.

For a while, the babies, or "owlets;' huddle under the mother's wings. Gradually,

the little heads will peek out and eventually move out from under their mother's

wings. Both parents closely guard the owlets.

12 The owlets start walking around the nest in about another month, often

crowding each other. The pazents usually sit nearby, perhaps in a tree branch, and

guard the nest. Dorit ever go near a great horned nest. Those parents wont like it,

and they anent afraid to attack anything that threatens the family.

13 'Ihe parents bring food to the nest to feed the owlets. Soon the owlets begin to

flap their wings, getting ready for the day when they fledge, or fly away from the

nest. The closer they get to fledging, the more they practice flapping their wings.

When they aze about six weeks old, it's tune to go. They dorit all leave at the same

time, but usually within a few days of each other.

At six weeks old, owlets startwalking outside the nest. They are

able to fly well when they reach

nine to ten weeks old.

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.. ~.

- • - ~ Session 2

Student Practice Materials, Grade 3, Informational WrRing

How does the picture of the great horned owl support the information in the passage?

Use two details from the passage to support your response.

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y How are paragraphs 3, 7, and 9 of "The Great Horned Owl" alike? Use two details from

r the passage to support your response.

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~ Session 2


' In "The Great Horned Owl; how are the ideas in paragraphs 4 and 10 related? Use two~, details from the passage to support your response.

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Session 2

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