Scholastic Test Tutor Reading 3

Standardized

GRADE

3

Test Tutor

P r a a c ct t i ic c

e T e e e s st t s s W i i t th h Q

READING

p p l e H t a p s T h p

ue u e s s t e s a n d T i ti i o o n-by -Question S tra t e g i e S t t u ud e s d e n e r nt o t s c s B u S r r u i i l ld d T e es s t t - T ak ing Sk ills and Bo o s t T h e i

Michael Priestley Standardized Test Tutor: Reading, Grade 3 © Michael Priestley, Scholastic Teaching Resources

Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this mini-book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Editor: Maria L. Chang Cover design: Brian LaRossa Interior design: Creative Pages, Inc. Interior illustrations: Wilkinson Studios, Inc. ISBN-13: 978-0-545-09601-0 ISBN-10: 0-545-09601-4 Copyright © 2009 by Michael Priestley All rights reserved. Published by Scholastic Inc. Printed in the U.S.A.

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Standardized Test Tutor: Reading, Grade 3 © Michael Priestley, Scholastic Teaching Resources

Contents Welcome Welcom e to Test Tutor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 est 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 est 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 est 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Answer Keys est 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 est 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 est 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Scoring Charts Student Scoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Classroom Scoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95


Welcome to Test

Tutor !

Students in schools today take a lot of tests, especially in reading and math. Some students naturally naturally perform well on tests, and some do not. But just about everyone can get better at taking tests by learning more about what’s what’s on the test and how to answer the questions. How many students do you know who could benefit from working with a tutor? tutor? How many would love love to have someone sit sit beside them and help them work their way through the tests they have to take? hat’s where Test Tutor comes comes in. he main purpose of Test is to help students Test Tutor is learn what they need to know in order to do better on tests. Along the way, Test Tutor will will help students feel more confident as they come to understand the content and learn some of the secrets of success for multiple-choice tests. he est utor series includes books for reading and books for math in a range of grades. Each Test Tutor book book in reading has three full-length practice tests designed specifically to resemble the state tests that students take each year. year. he reading skills measured on these practice tests have been selected from an analysis of the skills tested in ten major states, and the questions have been written to match the multiple-choice format used in most states. he most important feature of this book is the friendly est utor. He will help students work through the tests and achieve the kind of success they are looking for. his program is designed so students may work through the tests independently by reading the est utor’s helpful hints. Or you may work with the student as a tutor yourself, helping him or her understand each question and test-taking strategy along the way. You You can do this most effectively by following the est utor’s utor’s guidelines included in the pages of this book.

Three Different Tests Tere are three practice tests in this book: est 1, est 2, and est 3. Each test has 35 multiple-choice items with four answer choices (A, B, C , D). All three tests measure the same skills, but they provide different levels of tutoring help. step-by-step guidance to help students find the answer to each Test 1 provides step-by-step question, as in the sample on the next page. Te tips in est est 1 are detailed and thorough.. Some of the tips are designed to help students read through and underthorough stand the passage, and others are written specifically for each reading question to help students figure out the answers.

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Sample 1 Read this story about a girl and her mother. Then answer questions 1–5. Directions:

The Pot of Milk Once upon a time in India, a young girl named Gheta lived in a small house with her mother. mother. he mother worked hard to make enough money to support herself and her daughter.. Every day, she milked their one cow. hen she daughter took the milk to the market and sold it for a few rupees.

One day after the mother milked the cow, the cow fell ill. he mother could not leave the sick cow alone, for the animal was the most valuable thing she owned. So she handed her daughter a clay pot full of milk and said, “ake this to the market and sell it.”

2.

Why does the mother mother send Gheta to the market? market?

   

Te mother does not feel well. Te mother has to care for the cow.

Take a quick look at the questions before you begin reading so you know what to look for.

Think about why Gheta has to go to the market.

Go back to the passage to see why Gheta had to go to the market.

Te mother is angry with Gheta. Te mother thinks Gheta can get more money.


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Test 2 provides a test-taking tip for each item, as in the sample below, but the tips

are less detailed than in est 1. Tey help guide the student toward the answers without giving away away too much. much. Students must must take a little more more initiative.

Sample 2 Directions: Read

this passage about two boys on a vacation. Then answer questions 1–5.

The Garden By the second day of spring vacation, Colby and Logan were at loose ends. heir grandmother was in the house baking pies for a local store and couldn’t take them anywhere.. hey had ridden their bikes, played hide-andanywhere seek, and built a fort in the woods. Now they were bored. Logan suggested they visit their grandmother’s grandmother’s new neighbor, Mrs. Wilson, because she had a puppy. heir grandmother said, “Now don’t bother her. Be respectful and don’t be pests.” When the boys got to the house, house, Mrs. Wilson was was working outside in the yard. he dog bounded up to them, and the boys introduced themselves. “Can we play with your dog?” the boys asked. “Sure,” said the woman with a smile. he boys chased the dog around the yard. hen the dog chased the boys around and around. Finally, the boys were tired, but the puppy was not! “Do you boys want some lemonade?” Mrs. Wilson asked. Logan and Colby nodded. hey thought this new neighbor was really nice. nice. 1.

Why did Colby Colby and Logan think Mrs. Mrs. Wilson was nice? nice?

 She let them help her with the compost and the garden.  She brought them lemonade when they were tired and

Take a quick look at the questions before reading the passage.

Think about what the characters say and do throughout the story.

Read each answer choice before you pick one.

thirsty.

 She let them ride their bikes in her driveway.  She played hide-and-seek and other games with them.

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Test 3 does not provide test-taking tips. It assesses the progress students have made. After

working through ests ests 1 and 2 with the help of the est est utor, utor, students should be more than ready to score well on est 3 without too much assistance. Success on this test will help students feel confident and prepared for taking real tests.

Other Helpful Features In addition to the tests, this book provides some other helpful features. First, on page 69, you will find find an answer sheet. When students take the tests, they may mark their answers by filling in bubbles on the test pages, or they may mark their answers on a copy of the answer sheet instead, as they will be required to do in most standardized tests. Second, beginning on page 71, you will find a detailed answer key for each test. Te answer key lists the correct response and explains the answer for each question. It also identifies the skill tested by each question, as in the sample below.

Answer Key for Sample Sample 1 Correct response: B ( Analyze characters) characters) he mother sends Gheta to the market because the cow is sick and she has to stay home to care for the cow. Incorrect choices: A he cow is sick, not the mother. C he mother becomes angry with Gheta after she goes to the market. D he mother just tells Gheta to sell the milk. he story does not suggest that Gheta

will get more money for the milk than the mother would. would. As the sample indicates, indicates, this question question measures the student’s student’s ability to analyze analyze characters. characters. Tis information can help you determine which skills the student has mastered and which ones still cause difficulty. Finally, the answer key explains why each incorrect answer choice, or “distractor distractor,,” is incorrect. Tis explanation can help reveal what error the student might have made. For example, a question about an effect might have a distractor that describes a cause instead. Knowing this could help the student improve his or her understanding of the text. At the back of this book, you you will find two scoring charts. charts. Te Student Scoring Chart can help you keep track of each student’ student’ss scores on all three tests and on each passage (literary or informational). Te Classroom Scoring Chart can be used to record the scores for all students on all three tests, illustrating the progress they have made from est 1 to est 3. Keep in mind that students get a lot of tutoring help on est 1, some help on est 2, and no help on est 3. So if a student’s scores on all three tests are fairly similar, that could still be a very positive positive sign that the the student student is better better able to read passages and answer answer comprehension comprehension questions independently and will achieve even greater success on future tests. Standardized Test Tutor: Reading, Grade 3 © Michael Priestley, Scholastic Teaching Resources

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Test

1

Name

Date

Read each passage and the questions that follow follow.. Look at the Test Tutor’s tips for understanding the passages and answering the questions. Then choose the best answer to each question.

Test Tutor says:

Directions: Read this story about a girl and her mother. Then answer questions 1–5.

The Pot of Milk Once upon a time in India, a young girl named Gheta lived in a small house with her mother. mother. he mother worked hard to make enough money to support herself and her daughter.. Every day, she milked their one cow. hen she daughter took the milk to the th e market and sold it for a few rupees.

One day after the mother milked the cow, the cow fell ill. he mother could not leave the sick cow alone, for the animal was the most valuable thing she owned. So she handed her daughter a clay pot full of milk and said, “ake this to the market and sell it.” Gheta grumbled, for she was used to lying in the shade and dreaming while her mother worked. But she understood that if she did not sell the milk, there would be no food for dinner. On the way to the market, Gheta got hot. She sat down to rest in the shade of a big banyan tree. As she rested, she dreamed about her future.

8

Take a quick look at the questions before you begin reading so you know what to look for.

Think about why Gheta has to go to the market.

Where is Gheta while she is dreaming?


Test

1

Test Tutor says:

Name

“When I sell the milk,” she said to herself, “I will use the money to buy some eggs. “When the eggs hatch, I will have chickens. chickens. “I will sell the chickens and buy a young goat. “When the goat is fully grown, I will sell it for some fruit trees. “I will plant the trees, and then I will gather the fruit to sell. “With the money from the fruit, I will buy lots of land. I will plant rice in the fields. fields. When I harvest the rice, I will sell it and use the money to build a fine house! “One day I will be cooking a big meal in my new kitchen. he food will smell so good that flies will come in the window. I will be angry, angry, and I will kick the flies—just flies—just like this!” Gheta gave a big kick and knocked over the pot of milk! he clay pot did not break, but all the milk spilled out. here was nothing she could do except turn around and go home. When Ghet Gheta a walk walked ed into the hous house, e, her mot mother her told her that the cow was fine. hen she asked, “Where are the rupees?” Gheta told her what had happened, and her mother got very upset. But Gheta said, “It “It was a good thing I did did not take our cow to the market. If I had kicked her instead of the t he pot of milk, she would have run away! We lost a little milk, but we still have the cow, cow, so we can get more. more.” he mother said that was so, and her anger slowly faded. After that that,, Gheta Gheta stopped stopped dre dreamin amingg and starte started d working working.. She often took milk to the market, but she never again stopped to rest.

Think about the lesson Gheta learns.

Questions 1–5: Choose the best answer to each question. 1.

Which words from the story have have almost the same meaning? meaning? and alone  angry and and kicked  walked and and sick  ill and and valuable  fine and

Read every answer choice before you pick one. Think about the meaning of both words.


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Test

2.

4.

Go back to the passage to see why Gheta had to go to the market.

Te mother is angry with Gheta. Te mother thinks Gheta can get more money.

at home under a tree

Go back to the passage to see where Gheta stops to rest.

at the market in a field of rice

She explains that things could be worse. She helps the cow get better.

Look at the ending to see what Gheta said or did.

She tells her she will have a fine house someday. She says someone took the milk from her.

he lesson in this story would be most helpful to a person who—

   

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Te mother has to care for the cow.

How does Gheta keep her mother from being too angry?

    5.

Te mother does not feel well.

Where is Gheta Gheta when she kicks over over the pot of milk?

   

Test Tutor says:

Name

Why does the mother mother send Gheta to the market?

    3.

1

plans to travel to India.

Think about the lesson in the story and why Gheta had to learn it.

does chores at home. doesn’t like milk. often daydreams.


Test

1

Test Tutor says:

Name

Directions: Read this passage about how the body heals cuts. Then answer questions 6–10.

Cuts and How They Heal Your skin is a covering Your covering that protects protects your body. When you get a cut, it makes makes a hole in that covering. covering. Have Have you ever wondered how your body repairs repairs cuts? A team of workers workers does the job. You can’t see the workers because they are microscopic,, but this is what they do. microscopic As soon as you get a cut, an alarm alarm goes out and special cells rush to the scene. he first step is to stop the bleeding. his job is done by cells called platelets. When platelets touch the rough edges of a cut, they get sticky, like glue. In a minute or two, they close the cut. he bleeding stops. Next, little threads begin to form in the blood just below the platelet plug. he threads form a kind of net and harden. his is a scab. Scabs may not be pretty, but they are very ver y useful! hey protect your skin while it heals. Your Y our body’s body’s next task is to kill any germs germs that have entered through the hole in your skin. his is a task for white blood cells. hey swim to the cut and eat up the germs! he white blood cells keep the cut from getting infected. infected. Once the bleeding has stopped, the scab has formed, and the white blood cells have killed any germs, your body has one last important job to do. It must replace the skin cells that were damaged. Have you ever seen a big hole in a wall? Have you watched someone repair repair the wall? First, First, they fill the hole with plaster or joint compound. compound. hen, they use a special special tool to smooth out the filling. Last, they paint over the repair so you can’t tell where where the hole was. Your Y our body does something similar with the hole from a cut. Cells called fibroblasts make a tough substance called collagen to fill the hole. hen, skin cells grow over the collagen and cover it up. In most cases, after a week or two, the surface of the skin will look just as it did before the accident. However, if the cut was deep or ragged, sometimes a scar will remain. he scar is the collagen.

What is this passage mainly about?

Notice the sequence of steps: first . . . next . . .


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Test

1

Test Tutor says:

Name

Steps in Healing Platelets stop the bleeding. How can this diagram help you?

A scab forms. forms.

White blood cells prevent infection. Skin cells are replaced.


Read the dictionary entry below. cell (sel) noun 1. cell (sel) 1. a a small room in a jail. 2. 2. the the smallest part of a living being. 3. 3. an an object that produces electric energy. 4. 4. a a small group of people who work together for a secret cause.

Go back to the second paragraph to see how the word cell is is used.

Which meaning of cell is used in this passage?

    7.

definition 2 definition 3 definition 4

In this passage, the author compares the platelets, white blood cells, and fibroblasts to—

   

12

definition 1

threads.

Read the first paragraph again to find the answer.

workers. tools. animals.


Test

8.

1

Test Tutor says:

Name

his chart shows some of the steps in healing a cut. A cut opens in your your skin. Platelets rush to the cut. A scab forms. forms. Collagen fills the cut. Which sentence goes in the blank? blank?

    9.

White blood cells kill germs. germs.

Use the diagram to help identify the steps.

Treads form in the blood. Platelets form a plug. A scar appears.

Read this sentence from the passage. You can’t see the workers because they are microscopic , but this is what they do.

Look for clues in the sentence to help you find the meaning.

In the word microscopic , the prefix micro- means—

    10.

“special.” “close.” “small.” “shy.”

Which of these fight fight germs?

   

platelets scabs

Check each answer by looking for the words in the passage.

fibroblasts white blood cells


13

Test

1

Directions: Read this story about a boy named Justin. Then answer questions 11–16.

Shelter Justin was a city kid. He didn’t know much about nature. When he was little, his mom read him a book about a boy who went camping with his dad. he woods were dark. here were no people or streetlights or buildings. It sounded scary. One day when Justin was 8, he came home from school. He let himself into the apartment and almost tripped over a muddy backpack. hen Justin heard a familiar laugh from the kitchen. Justin ran in to say hi to his Uncle Moses. “Justin!” said Uncle Moses, “I was just telling your mother about my latest hike in the mountains. You should come camping with me. me.”” “No, thanks,” said Justin. “Hey, man, don’t be lazy!” said Uncle Moses. “If you sit around the apartment playing video games all day, you’ll turn into a mushball.” “He’s not lazy,” said Justin’s mother. “He swims and plays soccer. He could keep up with you just fine!” “Great,” said Uncle Moses. “I’ll take him camping this weekend.” Justin sat there with his mouth open. His mother smiled. “What do you think, Justin?” “Okay,”” Justin “Okay, Just in croaked. c roaked. he next day at school, Justin asked his friend Manny if he had ever gone camping. “Sure,” said Manny. “It was great! We rented a camper. It had beds and a little kitchen and a V. We went to a big campground where there was a lake and millions of kids. It had bathrooms and hot showers and everything.” But when Uncle Moses picked up Justin on Saturday, he was not in a camper camper and they did not drive drive to a campground campground with showers and electricity. hey hey parked at at the edge of a forest and started hiking. Uncle Moses knew a lot about the

14

Test Tutor says:

Name

Before you read the passage, take a quick look at the questions so you know what to look for.

How does Justin feel about camping?

Compare Justin’s ideas about camping with Uncle Moses’s ideas.


Test

1

Test Tutor says:

Name

woods. He told Justin Justin the names of trees, trees, and he showed him animal tracks. It was kind of fun. After a while he said, “Well, “Well, I think this looks like a good place to spend the night.” o Justin, it looked l ooked like every other place they had been— trees, rocks, dead leaves. “We’re nice and high up,” explained Uncle Moses. “hat means if it starts to rain tonight, the water will drain past us. Also, that cliff cliff will shelter us from the north wind.” “Okay,” said Justin, “where’s the tent?” “Oh, there’s no tent,” smiled Uncle Moses. “I’m going to show you how to build a shelter. Once you know how to do this, you never have to be afraid in the woods. You’ll know how to make yourself a safe, warm spot to spend the night, no matter what!” Justin almost told his uncle he would never be going into the woods again, but he decided against it. “First, we find a nice, healthy tree,” said Uncle Moses. “What, some trees will give us diseases?” asked Justin. “No,, but trees get old and sick, and then their branches “No can fall off. We don’t want a big branch to fall on our heads in the middle of the night. We also want to make sure we don’t build our shelter on top of poisonous plants or an insect nest, right?” “Right!” After they found a strong strong tree, they looked on the ground for a big, fallen branch. hey stuck one end of the branch in a fork of the tree. he other end rested on the ground. “his is our ridgepole,” said Uncle Moses. “Now we need some big ribs. r ibs.”” “Animal bones?” asked Justin. “No, more branches. We’ll rest them against the ridgepole to make the sides of our shelter. We need long ones for the high end, and short ones for the low end.” As Justin looked looked for branches, branches, the air got colder. colder. After he and his uncle had placed all of the ribs, they covered the frame with dead leaves, ferns, and grass. hen they balanced some more branches against the debris to keep the wind from blowing it off.

Look for signal words to identify the steps in making a shelter.


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Test

1

Test Tutor says:

Name

“ry it out while I make our campfire,” Uncle Moses said to Justin. So Justin crawled into the shelter. Inside, it was warm and cozy. he he dead leaves leaves smelled good. A while later, later, Uncle Moses said, “ime “ime for dinner, dinner, Justin.” But he got no answer. Justin was already sound asleep.

Notice how Justin’s feelings about the shelter change.


Which is the best best summary of this story? boy’s uncle comes to the city for a visit.  A boy’s from the city gets lost in the the woods.  A boy from  An uncle takes his nephew camping and shows him how to

Think about what happens in the whole story. story.

build a shelter. forest and teaches  An uncle takes his nephew hiking in the forest him all about trees. 12.

What is the the most important lesson Justin Justin learns in this story?

    13.

Kids need to get exercise.

Think of what Justin himself might say about the trip.

You Y ou can learn a lot from from books. New experiences can be fun.

Uncle Moses says, “Now we need some big ribs.” What does the word rib mean in this sentence?

   

16

It is important to stay warm at night.

a curved bone in a person’s chest a cut of meat

In the passage, look for clues in the sentences before and after this sentence.

a raised line in a piece of cloth a supporting part of a wall or building


Test

14.

16.

a ridgepole a healthy tree lots of small branches

He does not know what camping is.

Read the second paragraph again to find the answer.

He does not like Uncle Moses. He likes to sit quietly at home. He thinks the woods will be scary.

How does Justin probably feel when he crawls inside the shelter at the end of the story?

   

Go back to the passage to see what they do first.

lots of debris

When Uncle Moses first first asks Justin Justin to go camping, camping, why does Justin say, “No, thanks”?

   

Test Tutor says:

Name

What is the first thing Uncle Moses Moses and Justin Justin have to find find to make their shelter?

    15.

1

lonely

Look at the last paragraph to see what Justin does.

safe hungry bored


17

Test

1

Test Tutor says:

Name

Directions: Read this passage about a few women who changed many lives. Then answer questions 17–22.

Bloomers In the 1850s, American women did not wear wear pants. hey did not wear short skirts, either. hey wore dresses that touched the ground. In those days, women’s dresses were very full as well as long. hey had to be full because women wore many layers underneath underneath them. o get dressed, a woman first put on a corset. A corset was a kind of underwear underwear that was very stiff and tight, and and it had laces. Women pulled the laces tight to make their waists look small. Wearing a tight corset made breathing a little difficult for women, and they could not move easily either. Over the corset, a woman wore at least four petticoats. Over the petticoats, she wore a dress. he petticoats made her skirt stick out. Women’ Wome n’ss clothes were heavy. heavy. hey made climbing climbing and running difficult. Even walking through a narrow doorway was hard to do. hese heavy heavy clothes were hot in the summer, too. One young woman hated long dresses. Her name was Libby Libby Miller Miller.. When she got married married,, she and and her husband took a trip to Switzerland. Libby wanted to hike in the mountains. She found a special hiking outfit for sale. It was a short dress over long, loose pants. Libby loved her new outfit. She wore it back home in America. People People could not believe their eyes! Many people looked down on her for wearing such a strange outfit.

18


Look at the pictures to help you understand the text.

What was wrong with the women’s clothes?


Test

1

Test Tutor says:

Name

In 1851, Libby visited her cousin Elizabeth Stanton. Like Libby, Elizabeth was a strong woman. She was also independent. She worked for women’s rights. When she saw Libby’ss outfit, Elizabeth made one for herself. She loved the Libby’ way she felt when she wore wore it. She told her friend Amelia Bloomer about it. Amelia Bloomer made made the outfit famous. Bloomer Bloomer owned a newspaper called he Lily . It was a newspaper for women. Bloomer wrote that all women should get a good education. hey should have the right to work. hey should have the right to vote. Bloomer also thought women should be able to dress sensibly. She put a picture of the pants for women in her newspaper. Women wrote in to learn how to make them. People across the country started calling them “bloomers.”

Many women agreed that bloomers were comfortable. Bloomers made walking, running, climbing stairs, and even breathing easier. However, there was a problem. When a woman wore bloomers bloomers in public, some people people pointed at her.. Others laughed. Reporters made fun of bloomers. Sadly, her bloomers became a joke. By 1859, the fad was over. Even Amelia Bloomer stopped stopped wearing them. Still, bloomers were important. hey showed women a new way to dress. hey also helped some women become more independent. oday, women in America have the right to dress the way they want.

Where did this new outfit come from?

Think about how people reacted to bloomers.


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1

Test Tutor says:

Name


What is the the main idea of this passage? passage?

    18.

Bloomers were an important fashion for women.

Tey were hot. Bloomers were difficult to make. Tey were tight.

The main idea can appear in the first or last paragraph of an article.

Look for the reason toward the end of the passage.

People laughed at them.

Tey cost a lot.

Look for details that describe women’s clothes.

Tey were beautiful. Tey were uncomfortable. Tey were well-made.

Which detail shows shows that Libby Libby Miller and Elizabeth Stanton were strong strong and independent?

   

20

Bloomers made it easier for women to walk and run.

What can you you tell about women’s women’s clothes in the 1850s?

    20.

Bloomers were invented in Switzerland.

Why did women stop stop wearing bloomers?

    19.

Amelia Bloomer made bloomers bloomers famous.

Tey both enjoyed hiking.

Find something that both of these women did.

Tey both wore unusual clothes. Tey both owned newspapers. Tey both traveled to other countries. c ountries.


Test

21.

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Test Tutor says:

Name

he author of this passage probably does NO agree with—

 the reporters who made fun of bloomers.  the people who made bloomers for women to wear when hiking.

Think about how the author describes different people in this passage. p assage.

to copy bloomers for  the women who wrote in to Te Lily to themselves. want.  women today who think they can dress the way they want. 22.

Read the sentence from the article. Many people looked down on her for wearing such a strange outfit. What does this this sentence mean?

 Many people could not see her outfit clearly.  Many people looked at her outfit again and again.  Many people closed their eyes when she walked past in

How did people feel about women who wore bloomers?

her outfit.

 Many people had a bad opinion of her because of her outfit.


21

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Name

Directions: Read this passage about a family that starts a daycare center. Then answer questions 23–28.

A New Day-Care Center he year Dinah turned 8, her mother opened a day-care center in their house. She said she was tired t ired of driving an hour to and from work each day and getting home so late. So she would start her own business at home. She explained to Dinah that they would have to keep the house very neat. hey couldn’t leave small objects lying around. hey would have to close cupboard doors tight and put special covers on the electrical outlets. Dinah didn’t mind. She liked the new arrangement. Every morning before Dinah got on the school bus, parents dropped off their kids. Mrs. Rashid always arrived first. She would carry in her baby, Rose, and Rose’s huge bag of stuff. hen she and Dinah’s mom would have a cup of coffee together. hey talked about how Rose had slept the night before and what she had eaten for breakfast and what her mood was like that morning. Dinah couldn’t understand. Rose always looked and acted exactly the same! She was a baby! She couldn’t talk, she couldn’t walk, and she wasn’t very interesting. Mr.. McKenna usually arrived next. He jogged to their Mr house, pushing his son, Ethan, in a special stroller. Mr. McKenna wore sweatpants and sneakers. So did Ethan. Dinah thought this was silly. Ethan wasn’t jogging; he was sitting! “Bye, Sport,” Mr. McKenna said to Ethan every day, giving him a high five. “Bye, Dad,” said Ethan, who was 3. Mrs. Kim usually arrived last. It took her a long time to get from her car to Dinah’s house. She had twins. She had to get both of them out of their car seats, get both of their bags, and walk them to the house by by holding tight to their hands. hands. Mrs. Kim always looked very tired, but the twins were never tired! hey were 2 years old and never stopped

22

Think about what has changed in Dinah’s life.

How are these parents alike, and how are they different?


Test

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Name

running, yelling, and getting into things. Dinah felt sorry for Mrs. Kim. She did not stay and have coffee with her mom like Mrs. Rashid did. She did not tell what the twins had for breakfast or how they had slept. She just said, “Good luck!” to Dinah’s mom and hurried out the door. Dinah was glad her mom didn’t have twins. oday was the first day of February vacation. Last year, Dinah and her mom went to Florida to visit her grandma. his year they would have to stay home. Dinah was very unhappy. She wanted to see her grandmother and go to the beach. Instead, she had to stay home with a bunch of babies. On the first day of vacation, Dinah stayed up in her room all morning. She kept the door closed so the twins would not get in and break her stuff. She came out of her room for lunch. Rose was eating applesauce in her high chair. Ethan was wearing a baseball baseball cap and eating eating a hot dog. “his is just like the hot dogs you get at baseball,” he said proudly. “Not really,” said Dinah. “At a baseball game, they don’t cut up your hot dog.” Ethan looked sad, and Dinah’s mom made a face at her. “Actually, I forgot,” Dinah said. “If you’re lucky, they will cut it up!” Dinah’s mom smiled at her effort. Philip and Douglas Kim were eating macaro macaroni ni and cheese so fast that Dinah got dizzy watching them. As soon as they finished, they asked, “Now can we run some more?” hey went into the family room and ran around in a circle. hey laughed and laughed. hey thought it was hilarious! Dinah was amazed. When she was 2, had she thought it was funny just to run in a circle? She tried to remember. Had she been proud to eat a cut-up hot dog and wear a baseball cap? cap? She couldn’t remember remember that either. either. She felt so old! Just then Philip tripped over Douglas’ D ouglas’ss foot, and they both began to cry.

Why did Dinah stay in her room?


23

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Name

“Nap time!” called Mom. “Dinah, can you keep an eye on Rose while I put the boys in the guest room for their naps? Don’t let her out of her chair. I’ll be right back.” Rose got very ver y excited when Dinah sat down beside her. her. She gave a big smile. hen she waved her spoon, and a glob of applesauce hit Dinah’s shirt. “hat’s okay,” Dinah told her, even though it really wasn’t. “Di-Di!” she cried. Dinah’s jaw dropped as she looked at Rose. hen she laughed and yelled, “Mom!” Her mother came running into the kitchen with a terrible look on her face. “Rose just said my name!” Dinah exclaimed. “hat’s impossible,” said her mother, collapsing into a chair. “She probably said ‘Dada.’ Her mother just told me that she said ‘Dada’ for the first time last night.” “Nope,” said Dinah. “She definitely said Di-Di—for Dinah.” She and Rose smiled at each other. Dinah couldn’t remember what it had felt like to learn how to talk, but she bet it felt good. Maybe this week wouldn’t be so boring after all.

What happened to make Dinah feel better?


Read these sentences from the story. Dinah didn’t mind. She liked the new arrangement. arrangement. his means that Dinah liked the new—

    24.

24

house. job. plan. day.

Why does Dinah’ Dinah’ss mother decide to open a day-care day-care center?

   

Read the second paragraph again to find the answer.

She wants to work at home.

Go back to the first paragraph.

She wants to take more vacations. She wants Dinah to help her. She wants to meet other mothers.


Test

25.

Test Tutor says:

Name

How is Mrs. Kim different from Mrs. Rashid?

    26.

1

Mrs. Kim likes to talk more.

Compare the way these parents act.

Mrs. Kim is more tired all the time. Mrs. Kim is in less of a hurry. Mrs. Kim has a harder time saying good-bye. g ood-bye.

What is Dinah’ Dinah’ss biggest problem problem in this story?

 She has to keep the house very neat.  Parents drop off their children before she goes to school.  She does not understand why some parents act the way

Read all the choices carefully. Consider each one before picking an answer.

they do.

 She has to stay home with the babies instead of going to Florida. 27.

Which event changes Dinah Dinah’’s mood and solves her problem? problem?

  Te twins start running in circles and laughing.  Mom asks Dinah to keep an eye on Rose for a minute.  Rose says Dinah’s name. Ethan talks to her about his lunch.

28.

What will most likely happen next?

 Dinah will have fun helping with the kids for the rest of her vacation.

Look at the ending of the story.

Read the last paragraph to make a prediction.

 Dinah will remember what it felt like to be a baby.  Dinah will ask her mother if she can visit her grandmother by herself.

 Dinah will spend most of her time reading and watching V in her room.


25

Test

1

Test Tutor says:

Name

Directions: Read this passage about jellyfish. Then answer questions 29–35.

Meet the Jelly Question: When is a fish not really a fish? Answer: When it’s a jellyfish.

Think about why the author begins the passage with this question.

A jellyf jellyfish, ish, or jelly jelly,, is a soft soft blob blob tha thatt float floatss in the oce ocean. an. rue fish have vertebrae . Jellyfish do not have these backbones. In fact, they don’t have any bones at all. rue fish also have brains, eyes, ears, and hearts. Jellyfish do not. However,, jellyfish do well without these body parts. However Jellyfish live in every ocean in the world. here are hundreds of kinds of jellies. he number of jellyfish keeps increasing. increasing. he Parts of a Jellyfish A jellyfish has two main parts, parts, stomach a bell and tentacles. he bell is pouch a round, soft sack of jelly. he tentacles are streamers that come down from the bell. he bell contains a stomach pouch, a mouth, and a lappet . he lappet provides a sense of touch. It also has spots that can sense light. he tentacles often contain poison. Some jellies are only 1 inch long. Others can be 200 feet long— yuck!

bell Use the headings in bold type bold type to help you understand the text. lappet tentacles

How does this diagram help you?

he Life of a Jellyfish Jellyfish drift slowly through water. water. Unlike fish, they do not have fins or tails to help them swim. Instead, they open and close their bodies, squeezing water in and out. When they push water out, they move upward.

26


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Name

Jellyfish can sense light and smell. hey can find small fish and tiny plants to eat. hey catch food with their tentacles. Jellyfish do not have lungs or gills. But they th ey still need oxygen to live. heir skin is so thin that oxygen can pass through it and enter their bodies. If you ever see s ee a jellyfish, look at it carefully. Its skin is transparent. You can see its stomach and other organs through the skin. A jellyfish can live from 2 months to 30 years. years. Watch W atch Out for for hat Jelly! Jelly! All animals must defend defend themselves against danger danger.. Some creatures defend themselves by running, flying, or swimming fast. Jellyfish move slowly. Other animals defend themselves with teeth and claws. Jellies don’t have either of these. Still, jellyfish have a powerful weapon. heir tentacles are covered with stingers. he stingers hold poison. When a jellyfish touches an animal or person, it releases the poison. Some jellyfish stings hurt a little. Some hurt a lot. Some can kill. If you go swimming in the ocean, watch out for jellyfish. Get out of the water if you see them. If you see a jelly on the sand, don’t pick it up. If you get stung, pour vinegar on the sting. If you feel sick, call a lifeguard or a doctor. More Jellies han Ever Sometimes, hundreds of jellies appear at once. hese large groups are called “swarms” or “blooms.” Sometimes they are called “outbreaks.” Recently, a “blanket” of jellyfish covered one end of the Gulf of Mexico. Why are there there more jellyfish now than than in the past? here are two possible reasons. First, adult fish and jellyfish eat much of the same food. In some places, too many adult fish have been caught by humans. his leaves more food for the jellyfish. Second, farmers use fertilizer on their fields. When it rains, some fertilizer gets washed into rivers. It flows into the oceans. here, it grows more plants and lowers the oxygen in the water. water. Jellyfish can live on less oxygen than t han fish.

Look for reasons to explain the growing numbers of jellyfish.


27

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Name

A asty asty Snack? In some countries, such as China and Japan, people eat jellyfish. First, the jellyfish jellyfish are salted and squeezed. squeezed. he dry, salted jellies can be stored. When it is time to eat them, the jellyfish are soaked in water overnight. overnight. his gets rid of the salt. hen the jellyfish are cooked or eaten raw. hey are often served with oil and vinegar or soy sauce. Maybe you will snack on jellyfish someday! Questions 29–35: Choose the best answer to each question. 29.

he passage says, “rue fish have vertebrae .” .” What does the word vertebrae mean? mean?

    30.

hearts backbones

What do jellyfish eat?

Go back to this part of the passage.

How big is a jellyfish? What should should you do if you you are stung by by a jellyfish? How are jellyfish different from fish?

he passage says that the skin of the jellyfish is transparent . What does this this mean?

   

28

stomachs

Which question question is answered in the first first part of the passage? passage?

    31.

scales

Look for clues in the sentences before and after the word to see what it means.

You Y ou can see through through the skin.

Look for clues in the sentences before and after this word.

Te skin is colorful. You Y ou can get stung by by the skin. Te jellyfish has two kinds of skin.


Test

32.

1

Test Tutor says:

Name

What is the best summary of the ideas ideas in the part called W called Watch atch Out for hat Jelly! Jelly!?? danger,,  All animals must defend themselves against danger including jellyfish.

Skim this part of the passage again to decide what it’s mostly about.

 If you go swimming in the sea, you should watch out for dangerous animals.

 Jellyfish defend themselves with poison, so stay away from them and get help if you are stung.

 Jellyfish do not have a way to defend themselves because they do not have teeth or claws. 33.

How are jellyfish different from fish?

    34.

Jellyfish do not have mouths. Jellyfish need less oxygen to live. Jellyfish and fish eat very different food.

Which sentence best shows shows how the the author feels about about jellyfish?

    35.

Reread the two sections in the passage that compare fish and jellyfish.

Jellyfish need less food to live.

A jellyfish, or jelly, is a soft blob that that floats in the ocean.

Look for a word or phrase that expresses a feeling.

Others can be 200 feet long—yuck! l ong—yuck! Teir tentacles are covered with stingers. Tey are often served with oil and vinegar or soy sauce.

Which detail supports the idea that the number of jellyfish is increasing?

 Tere are hundreds of kinds of jellies. from 2 months to 30 years. years.  A jellyfish can live from  Recently, a “ blanket” of jellyfish covered one end of the

Find the part of the passage that tells about “more jellies.”

Gulf of Mexico.

 In some countries, such as China and Japan, people eat jellyfish.

End of Test 1

STOP


29

Test

2

Name

Date

Directions: Read this passage about two boys on a vacation. Then answer questions 1–5.

Test Tutor

The Garden By the second day of spring vacation, Colby and Logan were at loose ends. heir grandmother was in the house baking pies for a local store and couldn’t take them anywhere.. hey had ridden their bikes, played hide-andanywhere seek, and built a fort in the woods. Now they were bored. Logan suggested they visit their grandmother’s grandmother’s new neighbor, Mrs. Wilson, because she had a puppy. heir grandmother said, “Now don’t bother her. Be respectful and don’t be pests.” When the boys got to the house, house, Mrs. Wilson was working working outside in the yard. he dog bounded up to them, and the boys introduced themselves. “Can we play with your dog?” the boys asked. “Sure,” said the woman with a smile. he boys chased the dog around the yard. hen the dog chased the boys around and around. Finally, the boys were tired, but the puppy was not! “Do you boys want some lemonade?” Mrs. Wilson asked. Logan and Colby nodded. hey thought this new neighbor was really nice. nice. Mrs. Wilson brought out two frosty glasses of pink lemonade. hen she began digging up something black that was in a large bin bin surrounded by by wire. She piled piled up the dark soil and put it in a wheelbarrow. “What are you doing?” Logan asked. “I’m adding compost to the garden,” she said. “Compost makes the soil rich. It helps the soil hold water and helps the plants grow.” “What is compost?” Colby asked. “Compost is made from things like straw, leaves, eggshells, grass clippings, and kitchen scraps, like peels from fruits and vegetables. I mix mix it with some soil. After everything rots, it turns into this nice, rich compost.” “Can we help you with the compost?” Logan asked.

30

says:


Think about what the characters say and do throughout the story.


Test

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Name

he woman smiled broadly and said, “I’d love that.” So the two boys and the woman spread compost over the garden and flower beds. Over the next two days, the two boys visited Mrs. Wilson two more times. hey helped her plant seeds. hey planted peas, spinach, carrots, carrots, and radishes. She had grown some tiny plants inside. hey planted the seedlings in the warm soil so they could grow larger. When spring vacation vacation ended, the boys went went home to their parents. hey also went back to school. hen, when summer returned, they went back to their grandmother’s grandmother’s house for a week. he first thing they did was visit Mrs. Wilson. What a pleasant pleasant surprise! he garden garden was full of green green plants. Squash was spreading all over the garden beds, and carrots were growing growing under the soil. Still, there was more work to do. do. Weeds had had to be pulled, and vegetables vegetables had to be picked. Logan and Colby went back to work. One day Colby said, “I think I want to be a gardener when I grow up.” “Me too,” Logan said. “Gardening is fun.” Mrs. Wilson handed Logan a bag of peas and squash to take home. She said, “You don’t have to wait that long. You are already gardeners!”

Look for signal words that tell when events events happen.


Why did Colby Colby and Logan think Mrs. Wilson was nice?

 She let them help her with the compost and the garden.  She brought them lemonade when they were tired and

Think about what Mrs. Wilson did.

thirsty.

 She let them ride their bikes in her driveway.  She played hide-and-seek and other games with them.


31

Test

2.

Mrs. Wilson gave them vegetables to take home. Te boys played with the dog until they got tired. Tey helped her plant things in the garden.

things that have rotted small plants a mix of water and seeds

It has animal characters that talk.

Think about the story as a whole.

It gives facts about gardening. It takes place in a different kind of world. It tells a story about people who could be real.

Which words best describe Colby and Logan? and annoying  loud and and busy  bothersome and and polite  helpful and and bored  grumpy and

32

Look for clues in the sentences before and after this word.

weeds that grow grow in gardens

Which sentence best describes describes this kind of passage? passage?

    5.

Tey helped her spread the compost.

Go back to the passage to find the answer.

Mrs. Wilson added compost to the garden. What is compost ?

    4.

Test Tutor says:

Name

What happened on the the second and third days days the boys visited visited Mrs. Wilson?

    3.

2

Imagine these boys as real people. What are they like?


2

Test

Test Tutor says:

Name

Directions: Read this passage about bones. Then answer questions 6–10.

What’s What’ s the Most Important Bone? Human Skeleton

he human body needs its bones. We need need them to play soccer, soccer, to sternum chew an apple, and to grab a pencil. An adult human body has quite a few bones—206 to be exact! ribs Which bone do you think think is the spine most important?

skull coccyx

patella

fibula

femur

tibia

Use the bold bold headings headings to help you understand the text. Notice that the names of bones are in italic type. type.

he Spine Your Y our spine is is made up of 26 smaller bones. hese bones help you twist and bend. hey hey hold your body up so you can stand, sit, and walk. At the bottom of your spine is the coccyx . his is a very important bone. It gives you power to pick up something heavy. It helps you balance so you can run, dance, skip, and walk. Surely the bones in the spine are the most important!

he Ribs Life without ribs would be difficult. he ribs surround the heart and lungs and other important parts of your insides. Most people have 12 pairs of ribs. he s ternum holds the ribs in place. hat’s an important bone! he Skull Everyone needs a brain, right? Without a brain, it would be impossible to think or speak. Your brain also controls your breathing breathing and how your body body breaks down down food you eat. he skull protects protects the brain to keep it healthy. he skull also contains your jawbone . You need a jawbone to chew your food and open your mouth to drink.


33

Test

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Name

he Hand Bones he bones in your hand help you pick up objects, write your name name,, throw throw a ball, and hold hold a cell phone phone.. If you you play sports, you need your hands. If you want to type on a computer, hands are very important, too. Your hands have 54 bones, and all of them work together. he Leg and Foot Bones Your Y our leg bones hold up your body. body. hese bones make make it possible for you to run, stand, stand, kick, and bend. bend. he longest bone in your body is the femur . It is the leg bone above your knee. here are 52 bones in your ankles and feet. hese bones are very important for standing and walking. Feet and toes make it possible for you to balance and stand upright. hat’s important! You Y ou might argue that that one bone or another is the most important. But all of the bones have their purposes, and they’re all important. We need all of them to enjoy a healthy, happy life.

How are these bones alike, and how are they different?



 Te spine is the most important bone in the human body.  In the human body, the ribs protect the heart and l ungs. human body serve important  All of the bones in the human

In most passages, the first and last paragraphs tell the main idea.

purposes. has 206 bones in his or or her body.  An adult human has 7.

Look at the diagram. What two bones make up the leg below the knee?

   

34

spine and sternum

Use the diagram to answer this question.

ribs and skull femur and coccyx fibula and tibia


Test

8.

2

Test Tutor says:

Name

Read this sentence. Without a brain, it would be impossible to to think or speak. he word impossible means— means—

    9.

“possible again. again.””

Look at the parts of the word to figure out what it means.

“very possible. possible.”” “possible before. before.””

How are the skull and rib bones alike?

    10.

“not possible.”

Tey make it possible for the body to stand. Tey are both part of the spine.

Look back at these parts of the passage to find the answers you need.

Tey both protect important parts of the body. Tey are both above the shoulders.

Which paragraph paragraph tells about bones bones in your head?

   

Te Spine Te Skull Te Ribs Te Hand Bones


35

Test

2

Test Tutor says:

Name

Directions: Read the passage about a fox and a hen. Then answer questions 11–16.

Fox and Big Red Hen Who are the characters in this story?

Every day, Fox promised his mother that he would catch Big Red Hen for dinner that night. However, Big Red Hen was clever, and every day she found a way to avoid being caught. Big Red Hen was also very careful. When she left to go to market, she locked her front door. When she came home, she locked herself inside. She put her key in her apron pocket where she kept kept her scissors and thread. thread. One day, Fox had a plan. It was cold that day, so Fox knew Hen would have to gather firewood from the woodpile. Sure enough, before breakfast Big Red Hen ran to the t he woodpile and gathered up some sticks. When she wasn’t looking, Fox ran inside her house. When Hen came came back inside, inside, she reached inside inside her pocket to retrieve the key to lock the door. o her surprise, Fox stood over her with a huge grin on his face. She dropped the key, and he grabbed her and put her inside a large burlap sack. Hen was very plump and fat. After carrying carr ying her for a long way, Fox Fox had to sit down to rest. Soon he fell asleep and snored loudly enough to alert Big Red Hen. She pulled her scissors out of her pocket and cut a hole in the bag while Fox was sleeping. hen hen she placed two large rocks rocks inside the bag

36

Every story has a problem or conflict that must be solved. What What happens in this story?


Test

2

Test Tutor says:

Name

and sewed it back up. When she finished, she ran back home and locked her door. When Fox Fox woke up, up, he felt very happy. He checked checked the bag and threw it over his shoulder. he rocks weighed the same as the hen, so s o he did not notice the difference. Fifteen Fifteen minutes later, he was back home. Outside the door, he yelled to his mother. “I’m home! I hope you have the water boiling!” Fox’s mother threw open the door. She said, “You have Big Red Hen today?” Fox proudly held out the bag. He said, “Yes, I do, dear Mother!” Fox’ss mother took the lid off the large pot of boiling Fox’ water,, and the steam rose up to the ceiling. Fox water Fox opened the bag and threw the contents inside the pot. he rocks fell into the pot and splashed water all over the kitchen. Fox’s mother leaped out of the way. hen she barked, “What a fine soup we’ll have today, made from nothing but rocks and water!” Fox was embarrassed. He said, “I am very sorry, sorr y, Mother. Mother. I don’t know what happened. Big Red Hen is very clever, and I was once again outfoxed. Now, it’s back to square one. Surely, tomorrow we will fill that pot with a big, juicy hen.”

You can learn about the characters from what they say and how they look.


What is the main problem in this this story?

    12.

Hen needs wood from the woodpile.

Read the beginning of the story again.

Hen has to lock her door all the time. Fox wants to catch Hen so he can eat her. Te rocks splash water all over the kitchen.

Which words best describe Big Red Hen? Hen? and silly  foxy and and shy  sly and and proud  smart and and careful  clever and

Think about how Big Red Hen acts.


37

Test

13.

Now I must go to a house on the town square. Hen lives in a small house that is square.

Hen is so heavy that he gets tired from carrying carr ying her. her. He did not sleep the night before.


Hen’s house is very far away. Fox hurt his back catching Hen, so he has to rest it.

She puts rocks in the bag and sews it up.

Look for signal words that tell when events events happen.

Fox sits down to take a rest and falls asleep. Fox calls out to his mother to boil water. Fox sneaks into Hen’s house to catch her.

he author wrote this passage mainly to—

   

38

I planned things carefully but they didn’t work.

What happens just before Hen Hen cuts her way out of the bag?

    16.

I’ll try again from the beginning.

Think about what makes Fox say this.

Why does Fox Fox stop to rest? rest?

    15.

Test Tutor says:

Name

Fox says, “Now, it’s back to square one.” What does Fox mean by this?

    14.

2

persuade people to cook hens.

Think about how you felt as you read the story.

entertain the reader. give information about animals. teach an important lesson.


Test

2

Test Tutor says:

Name

Directions: Read this passage about a very large bug. Then answer questions 17–22.

Scientists Discover the World’s Largest Bug Spiders, insects, and other bugs are usually quite small. Many are tiny. Some may be an inch or two long. For years, scientists have suspected that creatures like these were once very large. For example, they have found fossils of huge cockroaches, cockroaches, which are bugs with six legs that are still around today. hey have found remains of large dragonflies that once flew across the sky. Now they know much more. hey know that one kind of bug was a giant. A few years ago, ago, scientists found the remains remains of a claw in Germany. he scientists took the fossil back to the lab. he claw was found in a place that was once a swamp. hey figured out that the claw belonged to a sea scorpion. hen they put it together in the shape of the body. hey were amazed at its size. How big was it? It was really big. he claw was a foot and a half long. hat would make the bug 8 feet long! hat is the size of a small car. It’s bigger than the tallest of men. Scientists were very excited. hey had found the fossil of the largest bug ever known. Imagine a bug that large walking across across your lawn—or lawn—or across your kitchen floor! Imagine watching the bug bug sip water from from a mud puddle! hat would be a scary sight. Humans were never in danger from this bug. he sea scorpion lived 400 million years ago. Fish lived on Earth then, but dinosaurs did not. he sea scorpion lived about 150 million years before the dinosaurs.

Take a quick look at the questions before you begin reading.

Look for details that tell when , where , and what .


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Giant sea scorpions lived for many years. hey had no enemies until the fish began to grow large teeth. hen the fish began eating them. Eventually, the huge sea scorpions died out. Fortunately, at least one sea scorpion left a claw behind. It became as hard as stone. hen one day it was uncovered. his is the claw that the scientists found. Now scientists believe that more bugs from long ago were also very large, even though these creatures are small today. hey think that spiders, dragonflies, and crabs were huge. here may have been many others, too. Only more fossil discoveries will tell. Questions 17–22: Choose the best answer to each question. 17.

What did the scientists scientists in Germany discover? discover?

 Tey found the remains of huge cockroaches and dragonflies.

Scan the passage to find details about Germany.

 Tey found out that bugs lived before humans.  Tey found out where bugs lived long ago.  Tey found the remains of a huge sea scorpion. 18.

Read this sentence. For years, scientist scientistss have suspected that that creatures like these were once very large.

Try each definition in the sentence to find the one that fits.

Which definition of the the word suspect is is used in this sentence? sus·pect (suh-SPEK) verb 1. 1. to to believe that a person committed a crime without having proof. 2. 2. to to doubt the truth of something. 3. 3. to to think that something is likely. 4. 4. to to distrust or be suspicious about someone.

   

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definition 1 definition 2 definition 3 definition 4


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19.

21.


dinosaurs were not alive yet. they were larger than any other animals. the fish often caught and ate them.

comparing it to a car and a man.

Look for details in the passage.

showing how it got bigger and bigger as years passed by. explaining how it got so big. telling when things happened in a certain order order..

Sea scorpions could never grow this large today. Which detail supports this statement?

    22.

they had no enemies.

he author describes the size of the sea scorpion that lived long ago by—

   

Test Tutor says:

Name

Giant sea scorpions lived a long time because—

    20.

2

Swamps no longer can be found on Earth.


Tere is not enough water for sea scorpions now. Fish with large teeth would eat them. Sea scorpions would not have anything to eat.

Which is the best best summary of this passage? passage?

 Giant dragonflies and huge cockroaches roamed Earth long before dinosaurs lived.

 Scientists discovered a sea scorpion fossil, which proves

Find the sentence that tells what the whole passage is mostly about.

that giant bugs lived long ago.

 Te sea scorpion was 8 feet long, which is about the same size as a small car.

 Sea scorpions lived for many years until all of them were eaten by fish with teeth.


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Directions: Read this passage about a clever fool. Then answer questions 23–28.

The Maharaja’s Jester Not so long ago, a powerful maharaja ruled Bengal in India. He was always busy and had many serious problems to solve. So he hired Gopal, a jester, jester, to make him laugh. It was not easy being being a clown every day, but Gopal served the king faithfully for 20 years. he maharaja was very fond of his jester. One day Gopal’s wife became angry. She said, “Gopal, our straw roof is leaking again!” “Yes, dear,” Gopal said. “Every year we must fix our roof.” “hen explain something, dear husband,” she said. “If you are the king’s king’s favorite, why are we so poor? Why must must we live in a mud house house with a straw roof?” roof?” Gopal thought for a moment. He said, “Wife, you have a good point, but I must not worry the king with this.” Gopal went to work the next day, but he was not himself. he king said, “Gopal, what is wrong with you? You are usually so funny and entertaining.” Gopal said, “I am planning a large dinner for next week. I have many things to do so it will be very special.” he king said, “Why does your dinner have to be so special?” Gopal replied, “Because I am inviting you.” he maharaja maharaja was very pleased. He said, “hen I will be there.” Finally, the day of the th e dinner arrived. Gopal’ Gopal’ss wife prepared prepar ed many fine dishes to feed the king. She had heard the king loved sweets. So she prepared mounds of sticky sweets to satisfy his sweet tooth. hen she had a horrible thought. “Where shall the king sit?” she asked Gopal. Everyone knew that the king had to sit higher than everyone else. “Don’t worry,” he said. hen he carried a broken-down ladder and placed it against the roof. “You want the king to sit on the straw?” his wife asked.

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Think about the problem or conflict in this story. What does Gopal plan to do for the king?


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“Of course not,” Gopal said. hen he pulled out the mattress where the couple slept each night. He carried it up on the roof and placed it on the straw. Gopal’s Gopal’s wife was too shocked to say a word. Just at that moment, the king arrived with all his attendants.. He stood in the courtyard and stared at the attendants mattress on top of the roof. “What is this, jester? A joke for me?” “No, your majesty,” Gopal said. “his is where you should sit. It is a seat that is high enough to show your royal rank.” he king looked at the roof, which was sloping down steeply. He said, “How can I sit on a roof that slopes so?” Gopal pointed at the th e mattress. He said, “Your majesty, I have placed a mattress for you to sit on comfortably. And here is a ladder for you to climb to reach your seat.” he king looked at the ladder. ladder. One of the rungs was missing, and it looked rickety and unsafe. “Gopal, you are quite the fool,” he said. “How can I climb up such a ladder, sit on your roof, and dine on a mattress?” “I am giving you my best, your kind majesty,” Gopal said. “A mud home with a straw roof is all I possess.” Suddenly, the king began laughing. He said, “What a fine and clever comedian you are! I apprecia appreciate te your humor!” hen the king commanded, “omorrow I will send my personal workers to your house. hey will build you a fine brick home two stories high!” Gopal and his wife knelt on the ground and thanked the king. hen the maharaja’s servants carried all the fine food to the palace, and everyone had quite a feast.

Think about what the characters do and say in the end.


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Which word from from the passage means means almost the same as fool ?

    24.

servant

He didn’t have enough money to build a better house. Gopal was lazy and didn’t want to build a better house.

Go back to the beginning of the story to find the answer.

He liked having a mud hut because it was cheap. Gopal spent all his money on other things.

make a fine dinner for him.

What is Gopal’s job?

serve him food. help him solve problems. take his mind off serious matters.

What is the the main problem in this this story?

   

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joke

he maharaja hired Gopal to—

    26.

jester

Why did Gopal have have a mud hut hut with straw straw for a roof?

    25.

maharaja

Who is called a “fool” in the story?

Gopal does not have enough money to have a huge feast.

Think about why Gopal’s wife complains.

Gopal has stopped being funny for the king. Gopal and his wife need a better house. Gopal and his wife do not get along very well.


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27.

Test Tutor says:

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How is the problem solved?

    28.

2

Gopal gets a ladder and leans it against the house.

Look at the ending of the story st ory..

Te maharaja tells Gopal he will have a new house. Gopal’ss wife makes a fine meal for the king. Gopal’ Te maharaja eats the fine meal that Gopal’s wife prepared.

What does Gopal do do that shows shows how clever he is?

 Gopal agrees with his wife when she makes a good point.  Gopal knows how to make a throne on top of his mud hut.  Gopal has good ideas that he shares with the maharaja to


help him.

 Gopal knows the king will build a house for him if it is the king’s idea.


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Name

Directions: Read this passage about animals and how smart they are. Then answer questions 29–35.

Animal Smarts We all know know that animals animals have brains. brains. You You might even say, “My dog is so smart!” But how intelligent are animals? People once thought animals did not think. hey thought animals just acted. If they were hungry, they ate. If they were thirsty, they drank. If they were cold, they sat in the sun. If they were hot, they looked for shade. If another animal scared them, they ran. Now we know differently. Irene Pepperberg began studying bird intelligence. intelligence. She bought a parrot in a pet show. hen she taught Alex to communicate. Alex liked to talk! He learned almost 100 English words. He learned to count to six. He even knew what the numbers meant. He worked hard to say words correctly. Alex learned shapes and colors, and could tell them apart. Dr. Pepperberg bought other birds. She and her workers taught them, too. During the training, Alex did an amazing amazing thing. He corrected corrected these birds birds when they didn’t say the words clearly enough! Parrots aren’t the only smart birds. Ravens can solve puzzles. hey can untangle knots. hey steal fish from fishermen. Crows are smart, too. hey know how to use tools! hey use sharp twigs to spear food they find under logs. Monkeys also talk to one another. hey use sounds to tell other monkeys who they are and warn one another of danger.. Scientists who studied monkey sounds learned their danger warning sounds. sounds. hey found that that pyow means means “leopard.” sounds followed by pyow means means an eagle is nearby. Hack sounds People watched the monkeys. When male monkeys made the sounds, the female monkeys listened. If they were in a safe place, they stayed put. If they were in a dangerous place, place, they moved. Dogs can understand a human’s commands. One dog, Rico, knew the names of 200 dogs. Another dog, Betsy, understands more than 340 words. Once she was shown

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Look for the main idea of this passage.

Notice how each paragraph gives an example.


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a picture of a Frisbee. hen she ran to the toy box and fetched one! Betsy also knows 15 people by name. Scientists know that elephants can remember things for a long time. But elephants also share another amazing ability. Like humans, apes, and dolphins, they can recognize themselves in mirrors! hat is an advanced skill. So, how smart are animals? he answer is “smarter than you thin think. k.” Questions 29–35: Choose the best answer to each question. 29.

Read this sentence. If they were in a safe place, place, they stayed put. Which word from from the passage means the opposite of safe ?

    30.

scared amazing

Both are animals that live in the jungle.


Monkeys live near these animals. Leopards and eagles eat monkeys. Monkeys eat leopards and eagles.

How are dogs and parrots alike?

   

Notice the word opposite in the question.

dangerous

Why would monkeys monkeys have sounds sounds for “leopard” “leopard” and “eagle”? “eagle”?

    31.

nearby

Tey can both solve math problems.


Tey can both understand a human’ human’ss language. Tey both use tools to reach food. Tey both speak with words.


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32.

2

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Name

What is this this passage mainly about? about? intelligent and can learn to communicate. communicate.  All animals are intelligent  Humans are beginning to understand how smart animals are.  Little is known about how smart dolphins and apes are. crows..  Parrots are very intelligent birds, and so are crows

33.

he author included the information about Alex, the parrot, in this passage to—

    34.

show how smart a bird can be. persuade people to get a parrot. prove that all birds are alike.

un

Think about the meaning of the word and its parts.

tangle angle tang

Alex corrects other birds. birds. What What does this tell you you about Alex?

   

Alex knows when a word is said correctly or not.


Alex has a huge huge vocabulary of words words he knows. Alex can communicate communicate with many kinds of animals. Alex does not like it when when other birds learn what he knows. knows.

End of Test 2

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Look at the title of the passage for clues.

explain how parrots learn language.

he passage says that ravens can untangle knots. knots. What is the base word of untangle ?

    35.

Find the sentence that tells about the passage as a whole.

STOP


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Date Good Luck!

Directions: Read this passage about a special kind of pet. Then answer questions 1–5.

A Special Pet Grandpa realized that Anthony and Christopher were unhappy about something as soon as they walked in. “What’s wrong, boys?” he asked. “We want a pet,” grumbled Christopher. “We need a a pet,” added Anthony, “but Mom and Dad won’t let us get one because because of our allergies. hey hey say the fur will mess up our breathing. breathing. We We told them we’d we’d be okay with a lizard or snake, since they don’t have fur. But Dad said no way were we bringing a reptile reptile into the house.” “Hmm,” said Grandpa, “I believe I have a solution. I’ll be back in a few minutes.” He disappeared into another room and was gone quite a while. Anthony and Christopher spent the time looking at his collection of glass animals in the front window. Sunlight Sunlight shining through the tiny creatures creatures made made spots of color on the t he floor like hard candy fruit drops. When Grandpa returned, he was carrying carrying a little brown cardboard cardboar d carton with a handle. It resembled a tiny pet carrier and was labeled “Pet Rock.” Grandpa set it down carefully on the coffee table. “I had allergies too when I was your age,” he said, “so “so someone gave me this. I had a little trouble remembering where I put it.” He opened the box to reveal a smooth gray stone lying on wood shavings. “A pet rock?” said Christo C hristopher pher.. “hat’s “ hat’s dumb.” “Not dumb at all,” replied Grandpa. “Cheever (that’s what I named him) was a lot of fun and very intelligent. He could do all kinds of tricks.” “Like what?” asked Anthony curiously. “Like Sit and and Stay ,” ,” Grandpa said. “He was good at those. But he needed help with Roll Over , and he never did learn l earn Fetch. A lot of pet rocks have trouble with that one. Even the training manual couldn’t help.” Anthony and Christopher Christopher looked at Grandpa Grandpa as if he’d he’d gone around the bend.


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“Let me see,” said Anthony as he pulled the manual out of the box and began to read. Christopher looked over his shoulder and read along with him. After a while, they both began to giggle. “It might be fun to have a pet rock,” said Anthony. “Mom and Dad couldn’t say no to that . But where could we get one?” “I’ll tell you what,” said Grandpa. “Pet rocks are kind of rare these days. But I’ll take you down to the river on Saturday, Saturda y, and we’ll see s ee what we can find. he wild ones are better anyway. You can use Cheever’s manual to train them.” Christopher stood up and signaled to Anthony. “Let’ “L et’ss go make something to carry them home in,” he suggested. “Wild rocks will probably be kind of nervous at first. We We’ll ’ll need to make them comfortable.” “hat’s the spirit,” laughed Grandpa. “I’ll see you on Saturday.” Questions 1–5: Choose the best best answer to each question. 1.

What problem problem do Anthony and Christopher Christopher have? have?

    2.

Teir grandfather is acting strangely. Tey are allergic to a lot of things. Teir parents won’t let them have a pet.

Why was Grandpa gone from the the room for so long?

   

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Tey want a pet rock but can’t find one.

He had trouble finding his pet rock. He didn’t realize the boys were waiting. He needed to take some allergy medicine. He wanted the boys to find something to do.


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3

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Read this sentence from the passage. Sunlight shining through the tiny creatures made spots of color on the floor like hard candy fruit drops. What does this this sentence mean?

 Te colors of the rug shone in the sunlight. fruit-flavored vored candies.  Te glass animals looked like fruit-fla  Te floor was covered with brightly colored patches of light.

 Te sun melted some fruit candies and left spots on the floor. 4.

Which event happens first?

    5.

Te boys look at the pet-rock manual. Christopher says that pet rocks are dumb. Te boys go looking for their own rocks. Grandpa tells the boys about Cheever’s tricks.

How does Grandpa seem to feel about his grandsons?

   

He doesn’t take them seriously. He thinks they complain too much. He enjoys spending time with them. He appreciates their help.


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Directions: Read this passage about maple-tree fruits. Then answer questions 6–10.

Nature’s Nature’ s Helicopters Heli copters Did you know that helicopters grow on trees? It’s true! In the right season, you can find hundreds of mini-aircraft mini-aircraft hanging from the branches of maple trees. hey look like this:

Maple tree fruits: Sugar maple (left) and vine maple (right)

hese little copters are the fruits of the maple tree. Each one is made up of two parts called samaras. Like all fruits, the samara’s purpose is to hold the seed. Maple trees grow all over the United States and Canada. o find a maple near you, look for a tree with hand-shaped leaves like the one on the Canadian flag. Finding maples is easy in the fall when the leaves turn brilliant colors: redorange, red, yellow, and even dark purple. Once you locate a maple tree, keep an eye on it through the seasons. In the spring, you will see bunches of tiny flowers. Most are yellow-green or red, but some kinds of maple have other colors as well. After the blossoms come the fruits. Look at the pictures above. Do you see the two t wo lumps at the center wheree the wings come togeth wher together? er? hose hose are are the the actual actual seeds seeds.. In late spring or early summer, summer, the fruits will be ready to leave the tree. If there is a good strong wind, the twisting wings will carry the copters far away away from the mother tree. his is a good thing. Maple seeds sprout easily, but the th e seedling trees need sunshine to do well. Seeds that fall right under another tree will probably not grow very big. So maples have developed fruits that fly. A maple tree grows grows a lot of copters—thousands copters—thousands in a single season! Producing so many seeds helps make sure that at least some of them will take root and grow into new trees.

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Many seeds never sprout at all. Some get eaten by birds and small mammals. Others fall on pavement or wash away. Even if it’s it’s not the right time of year for real maple fruits, you can still get an idea idea of how they fly. You You can make your own maple-seed copter, as shown below. Start with a rectangular strip of paper about 4 inches (10 cm) long. Fold the paper in half the long way. Open the paper out flat. Use the fold line as a guide and make a cut a little less than half the length of the paper. Bend one of the cut parts forward and the other one backward. hen attach a regular-size paper clip for weight. hat’ hat’ss all there is to it. Now toss it in the air and watch it spin to the ground. Better yet, take it outside when there is a wind blowing. Hold it up over your head and let it go. See how far from you (the tree) your “fruit” lands. Questions 6–10: Choose the best answer to each question. 6.

What is the main idea of the passage? passage?

    7.

Maple trees grow all over the United States. Maple seeds usually grow in pairs. Maple fruits fly like little helicopters. Maple trees produce thousands of seeds.

According to the passage, what what is a samara?

   

part of a maple fruit a strip of paper one half of a pair of scissors a kind of helicopter


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Test

8.

Tey show what maple-tree flowers look like. Tey explain why different maples have different fruits. Tey show how maple-tree fruits are shaped like wings.

a picture of the maple leaf on Canada’s flag a phone number for the Canadian Forest Service a list of all trees that grow in Canada an explanation of how Canadian maple syrup is made

he passage says, “You can find hundreds of mini-aircraft hanging from the branches of maple trees.” In mini-aircraft , the word part mini- means—

   

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Tey tell how maple trees are different from other trees.

Below are four pieces of information found on the Canadian government’s Web site. Which one should have been included in this passage?

    10.

Name

Why are the the first two pictures pictures important for understanding understanding the passage?

    9.

3

“small.” “fast.” “special.” “pretty.”


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Directions: Read this passage about a traveling entertainer. entertainer. Then answer questions 11–16.

Edmund’s Lucky Break Edmund hurried down the lane to the castle. he clouds in the sky were dark, and he had to get inside before the rain came. It would be very bad if his fiddle got wet. he lord who lived here was expecting the minstrel to entertain his guests that evening. Edmund would be paid with dinner and a bed for the night. If he did his job well, the guests might also toss out some silver pennies. With luck, they would be more generous than at the last place. hose people had been quite tightfisted, and his pocket now held only one small coin. Great drops of water began to fall from the sky. Edmund tried to shield his instrument bag as he ran. He was almost to the door when he slipped in the mud. here was a sickening crack crack as he landed right on top of the bag. He fearfully looked inside. he fiddle only had a couple of broken strings, but the bow had snapped in two. his was a disaster, thought Edmund. he lord and his guests were already eating their dinner in the great hall. hey would want their entertainment soon. How could he play without a bow? He considered leaving before anyone saw him but decided against it. He needed this job, and besides, it was nearly night. He would figure something out while he changed into into his costume. A short time later, later, Edmund entered entered the great hall wearing wearing bright red leggings and a green top with red trim. He carried his fiddle, whose strings he had quickly repaired. Stepping to the center of the room, he started off with an old ballad. As he sang, he plucked the strings like a guitar guitar,, since he had no bow. he unusual sound caught the attention of the guests, who leaned forward to listen. listen. When he finished the song, a shower of coins landed at his feet. Enjoying the crowd’s approval, Edmund played several more songs. hen he decided to try something s omething else. He took three apples from a bowl in the center of the th e table and began


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to juggle them. As he juggled, he sang a silly song that he had recently learned. At the end, he took a bite out of one of the apples while catching the other two in one hand. More coins flew his way. Edmund next did some tumbling tricks. hese were a bit risky because he had never used these moves in a performance before. before. But tonight everything seemed s eemed to be going right. hen it was time for the t he grand finish. He emptied the apple bowl and stood on his hands with the bowl balanced on his feet. hen he hand-walked around the room, encouraging encouraging the guests to place coins in the bowl. Edmund left the hall that evening with more coins than he had ever seen before. Later on, Edmund was eating his dinner in the ser vants’ kitchen. he head steward came in and told him, “My master would like to hire hire you for the winter. winter. Your Your skills will be very welcome during the long, long, dark months. months.” Edmund was very glad he had not run away when his bow broke. hings had turned out very well after all. Questions 11–16: Choose the best answer to each question. 11.

Which is the best best clue that this story takes place a long time ago?

    12.

Edmund works for a lord in a castle. Edmund wears red leggings when he works. Edmund eats in the servants’ kitchen.

What happened when when Edmund fell in the mud? mud?

   

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Edmund plays the fiddle and juggles.

His fiddle got wet. His instrument bag opened. His bow broke in half. His leggings got dirty.


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13.

Name

How does Edmund show that he is quick-witted?

    14.

3

He decides not to leave the castle. He invents a new routine at the last minute. He repairs the strings on his fiddle. He collects the coins in the great hall.

Which two words words from the story story have opposite meanings? meanings?

 generous and tightfisted and landed  slipped and and leaving  expecting and and song  play and 15.

Which is the best best summary of this story? story?

 Te lord of the castle lets Edmund perform even though he knows there is a problem with his instrument. Edmund proves that he does not need a bow.

 A man named Edmund tries out several new tricks to gain entry to a castle. Te lord and his guests enjoy the show.

 Te lord of the castle hires Edmund to entertain his guests. Te minstrel has problems with his instrument and does not perform well.

 Te minstrel Edmund has a problem with his instrument just before he is supposed to perform. perform. He finds a solution and gives a successful show. 16.

If this story continues, what will Edmund most likely do next?

   

He will perform a new ne w magic trick. He will change into a different costume. He will go back to the last place he worked. He will tell the steward he will stay.


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Directions: Read this passage about a special woman. Then answer questions 17–22.

“I’ll Go and Do More”: Annie Dodge Wauneka (1910–1997) Annie Wauneka Wauneka smiled a big smile as she touched the medal hanging around her neck. It was the Presidentiall Medal of Freedom! his Presidentia was a big honor. honor. She was very proud to be the first Native American to get this award. It was given to her because of all she had done for the health of the Navajo people. A lot had changed because of her. Still, she knew that things could be better. hat’s why she always said, “I’ll go and do more.” Annie was born in 1910 1910 in Arizona. Her father father,, Henry Chee Dodge, was a wealthy trader and sheep rancher. He was also one of the tribe’s tribe’s key leaders. leaders. Chee Dodge wanted his children to be well educated. his meant sending them away to live at special Indian schools. Homes on the reservation where they lived were just too spread out to build schools near where people lived. Annie was 8 years old when she first went off to school. hat year, year, a dreadful flu swept through her school. Some of the students died. Annie escaped with only a mild case, so she helped care for those who were sick. She later traced her interest in health work to this early event in her life. When she grew up, up, Wauneka Wauneka (her married name) name) helped her father run things on the reservation. She saw the poor health of many who lived there. his troubled her, her, and she wanted to do something something about it. In 1951, 1951, she ran for a seat on the tribal council. She won, and was later reelected many times. In fact, she served for 27 years!

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Name

From the start, she pushed for better living conditions on the reservation. For instance, a lot of homes had no windows. Many Many had only dirt floors. floors. Some had no water water nearby. Wauneka Wauneka helped people get good houses and clean water. Every year, many Navajos and others died from a lung disease called tuberculosis, or B. Wauneka fought to stamp out B. She helped lower the number of B cases and deaths across the country. his was the main reason she won the Medal of Freedom in 1963. Wauneka Waun eka wanted her people people to take good care care of their own health. She talked to them about health each week on the radio. She argued that they should use modern health care as well as traditional healing. And she wrote a dictionary of medical terms to help them th em talk to non-Navajo doctors and nurses. Like Chee Dodge, Wauneka knew that education was the key to a good future. She spent a lot l ot of time on school issues. Above all, she wanted wanted Navajo Navajo children children to have schools closer to where they lived. She knew how hard it was to leave home at a young age. Wauneka Waun eka worked with groups groups throughout throughout the country, even in Washington. Her efforts brought praise from many sources. One of the highest honors came from the tribal council in 1984. hey gave her the name “Legendary Mother of the Navajo Nation.” She could have stopped then, but of course she did not. Just like in 1963, she kept on doing more. At the time of her death death in 1997, her grandson was was the tribal president.. He spoke for many when he said, “She made us president proud to be Navajo.” Annie Wauneka would have smiled to hear him say that.


59

Test

3

Name


Which is the best best summary of this passage? Wauneka helped the Navajo Navajo people have better better  Annie Wauneka lives. She was called the “Legendary Mother of the Navajo Nation.” She died in 1997. Wauneka was an important Nav Navajo ajo leader. leader. She  Annie Wauneka followed in her father’ father’ss footsteps. Wauneka was a Navajo Navajo leader. leader. She worked hard hard  Annie Wauneka to make things better for her people. She earned many honors for her work. Wauneka grew up on the the Navajo Navajo reservation. As a  Annie Wauneka young child, she had to leave home to to go to school. Tis experience led her to work in education.

18.

he passage says, “hat year, a dreadful flu flu swept through her school.” What does dreadful mean? mean?

    19.

painful slow-acting

She got too much attention. She deserved the honors she received. She should have spent more time with her family. She was a lovable person.

When Annie was a child child on the reservation, schools were not built near children’s homes because—

   

60

weak

How does the author of this passage seem to feel about Annie Wauneka? Wau neka?

    20.

terrible

all of the children went away to school. people lived too far apart from one another another.. there was no money for schools. the council did not know which homes had children.


Test

21.

Name

What is one way way that Wauneka Wauneka was different different from her father? father?

    22.

3

She was a key leader of the Navajo Navajo people. She thought education was important. She worked on the Nav Navajo ajo reservation. She received the Presidential Medal of Freedom.

Read the following sentence. he Navajo people thought Wauneka was doing a good job on the tribal council. What is the best reason to believe believe this statement?

   

She had a weekly radio show. She worked with groups throughout the country. She helped people get better homes. She was reelected to the council many times.


61

Test

3

Name

Directions: Read this passage about a woman in China with two sons. Then answer questions 23–28.

Wind and Music Once upon a time, a woman named Ming Li had two sons. When they married, the sons brought their brides to live in the Ming family home. he two wives tried very hard to please their new mother-in-law. But Ming Li was not an easy person to satisfy. One day while her sons were away on a long trip, Ming Li called the two young women to the courtyard. “I have decided to put you to a test,” she announced. “I want to see how clever you are. I need to be sure my sons have married brides who are worthy of them.” She continued, “You will leave here tomorrow. You have one week to bring back a certain item I will assign to you. If you do not not succeed, you you must return return to your your village and and my sons will be free to marry someone else.” urning to First Daughter-in-Law, she said, “You must bring me wind wrapped in paper.” o Second Daughter-inDaugh ter-inLaw, she said, “You must bring me music wrapped in wind.” he two young women bowed as she went back inside. hen they looked at each other in despair. What Ming Li wanted was impossible! impossible! Early the next day, the two left the house. As they trudged along, they talked sadly about their mission. Wind wrapped in paper? Music wrapped in wind? How could they possibly find such things? Surely they would fail and would have to leave their beloved husbands. hey both began to sob with grief. hey cried until they reached the next village. At the village village gate, gate, they met an older older woman who asked what was was wrong. wrong. When she heard heard their their story, Cheng Wa Wa nodded understandingly. Her mother-in-law had been difficult too, she said. But once she proved herself, she had been accepted. hey got along very well after that. “If we can send you back quickly with what she demands,” said Cheng Wa, “you will see her attitude improve. She will

62


Test

3

Name

be happy that her sons have found such excellent wives. Come with me.” She led them down a narrow street to her small house. here she made them tea and chatted about the spring-blooming flowers. Just as the young women were starting to worry about the time, Cheng Wa opened a cupboard and took out two long thin objects. She handed one to First Daughter-inLaw, saying, “Here is your wind wrapped in paper.” First Daughter-in-Law unfolded a beautiful paper fan. She smiled happily as she waved it and felt the gently moving air. Second Daughter-in-Law’s package contained a bamboo flute. Cheng Wa showed her how to blow it and taught her to play a little tune. Second Daughter-in-Law practiced while First Daughter-in-Law kept them all cool with the fan. hey stayed that night with their new friend. he next morning they left for home with the fan and the flute tucked into their traveling bundles. his time they walked as lightly as dancers, and it seemed like no time before they reached Ming Li’s house. “Back so soon?” cried Ming Li. “Are you so disrespectful that you have ignored my wishes?” “Not at all,” said First Daughter-in-Law. “We have brought you what what you asked asked for. for.” She presented presented Ming Ming Li with the fan. hen Second Daughter-in-Law played some notes on the flute. o their great relief, Ming Li smiled. “I am a lucky woman,” she said. “No one else has such clever daughters-in-law. My sons have chosen well.” Ming Li and her two daughters-in-law lived happily together from that day on. Questions 23–28: Choose the best answer to each question. 23.

What kind of passage passage is this?

   

biography folktale news article fairy tale


63

Test

24.

show that she believed in them.

Tey accepted her test without arguing. Tey cried after they left her house. Tey lived with her in her home. Tey met an older woman in a village.

She gave them a flute and a fan. Tey told her their story. She made some tea for them. Tey stayed with her overnight.

She wanted company for a little while. She was friends with their mother-in-law. She wanted them to leave quickly. She had a similar problem earlier in her life.

he author tells this story mainly by—

   

64

get them out of the house for a while.

Why did Cheng Wa offer to to help the young women?

    28.

see if they were smart.

What happened just just after Cheng Wa Wa took the two young young women to her home?

    27.

convince her sons not to marry them.

How can you tell that the two young women wanted to please Ming Li?

    26.

Name

Ming Li gave her daughters-in-la daughters-in-law w a hard task because she wanted to—

    25.

3

giving clues that lead to a surprise ending. comparing one person’s actions with another’s. describing events in the order they happen. identifying a problem and then telling what caused it.


Test

3

Name

Directions: Read this passage about eating breakfast. Then answer questions 29–35.

What’s for Breakfast? Okay, confess. Did you eat breakfast this morning? What did you have? If you’re like a lot of American kids, you had a bowl of cereal and a glass of orange juice. You might have toasted some waffles. Or maybe you just grabbed a granola bar to eat on the school bus. Do you ever wish you had time for a real breakfast? Well, there there is no such thing as a “real” “real” breakfast. breakfast. Your Your first meal of the day is shaped by where you live and your family background. background. Breakfast foods are as different as the people who eat them. A typical Chinese breakfast breakfast is rice with vegetables vegetables and sometimes a little meat. In Ecuador, Ecuador, you might eat fried mashed green bananas. In Jordan, people often have hummus, a dip made from chickpeas. Many Kenyans eat a thin porridge called uji. he Welsh love cockles (shellfish) and cakes made from seaweed. Breakfast in Australia might be toast topped with baked beans or spaghetti. A list of Russian breakfast breakfast foods sounds pretty familiar until you come to the pickles. Even within the United States, breakfast foods differ from place to place. Biscuits and gravy are common in the South and Midwest. A lot of Southerners also like grits. Many people in New England enjoy a piece of pie. In the West and Southwest, a lot of breakfasts include chili peppers or salsa. Bread appears on breakfast tables in many places and in many forms. Several U.S. favorites started out in other cultures. For example, we got doughnuts from the Dutch. We got bagels from the Jews of Europe and croissants from the French. English muffins did not exactly come from England, though. hey were invented in New York in the late 1800s (by an Englishman). What you eat for breakfast breakfast also depends depends on money. housands of poor children around the world start their day with only a scrap of bread bread or a little grain boiled in water. water. housands more eat nothing at all. Standardized Test Tutor: Reading, Grade 3 © Michael Priestley, Scholastic Teaching Resources

65

Test

3

Name

If you have a choice, don’t skip breakfast. Surely you have heard the saying, “Breakfast is the most important meal of the day.” Well, maybe it’s not the most important, but it is important. Even if you don’t feel hungry in the t he morning, your body and your your brain need that that food to work properly. properly. Lots of studies show that kids who eat breakfast generally do better in school. hey have more energy. hey concentrate better. hey get higher test scores. So go ahead and eat. On the other hand, don’t overdo it. Many restaurants restaurants offer something they call the Fa Farmer’ rmer’ss Breakfast. hese hearty meals usually have eggs, meat, pancakes pancakes,, and potatoes, along with juice and a hot drink. hat’s a ton of food! Old-time farmers were up for hours doing chores before they got around to eating breakfast. hey worked up a big appetite. Most of us don’t need to eat that much in the morning. But even if we eat less, we still have lots of choices. Pickles, anyone? Questions 29–35: Choose the best answer to each question. 29.


 Different people eat different foods for breakfast.  Many American breakfast foods came from other countries.

 Breakfast is the most important meal of the day. take enough time for breakfast. breakfast.  American kids don’t take 30.

Which meaning of the word word skip is used in this sentence? If you have a choice, don’t skip breakfast.

   

66

move ahead lightly on one foot at a time miss on purpose move quickly from one place to another leave suddenly


Test

31.

Chinese stores do not sell cereal or waffles. many Welsh people live near the ocean. American breakfast foods are popular in in Russia.

Bread appears on breakfast tables in many forms. Old-time farmers worked for hours before breakfast. Many restaurants offer a “Farmer’s Breakfast.” Kids who eat breakfast do better in school.

he author’s author’s main reason for writing this passage was to—

    34.

people in Ecuador like many kinds of food.

Which detail best supports supports the idea that that children in very poor countries may have trouble learning?

    33.

Name

he information in the third paragraph suggests that— that—

    32.

3

give the history of some popular breakfast foods. convince the reader not to eat too much. show how skipping breakfast can affect test scores. change the reader’s ideas about breakfast foods.

Doughnuts have have been eaten in America since the 1600s. his is probably because—

 Dutch settlers kept making them after they moved here. world’s cultures make some kind of bread.  almost all of the world’s Dutch utch cities carried them back back across the ocean  visitors to D with them.

 breads and cakes were invented in ancient times.


67

Test

35.

3

Name

Look at this part of a dictionary page. grit (grit) noun: 1. grit (grit) 1. tiny tiny rough bits of stone. 2. 2. toughness toughness of mind or spirit; courage. verb: to bite down and grind (teeth) (teeth) together [from Old English greot , sand or gravel] grits, grit•ted, grit•ting grits (grits) grits (grits) n. pl. coarsely ground grain, especially corn, that is boiled and served with butter [from Middle English grutta, coarse meal] What does this part of a dictionary tell you about the breakfast breakfast food grits, mentioned in the fourth paragraph?

   

Tey resemble little bits of stone. Tey are hard to chew. Tey are made from corn. Tey were first eaten in England.

End of Test 3

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STOP


Standardized Test Tutor: Reading

3

Answer Sheet

Grade

Student Name

Test 1 2 3 (circle one)

Teacher Name Directions: Fill in the bubble for the answer you choose. 1.









13.









25.









2.









14.









26.









3.









15.









27.









4.









16.









28.









5.









17.









29.









6.









18.









30.









7.









19.









31.









8.









20.









32.









9.







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21.







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33.







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10.







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22.







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34.







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11.









23.

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

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35.

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12.

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

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24.

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



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69


Test

1

Answer Key

1.

C

8.

A

15.

D

22.

D

29.

D

2.

B

9.

C

16.

B

23.

C

30.

D

3.

B

10.

D

17.

D

24.

A

31.

A

4.

A

11.

C

18.

D

25.

B

32.

C

5.

D

12.

D

19.

C

26.

D

33.

C

6.

B

13.

D

20.

B

27.

D

34.

B

7.

B

14.

C

21.

A

28.

A

35.

C

Answer Key Explanati Explanations ons he Pot of Milk

2. (continued)

Incorrect choices: 1. Correct response: C

(Identify synonyms) Te words ill and and sick have have almost the same meaning. Te story says that the “cow fell ill ” and “the mother could not leave the sick cow cow alone.”

Incorrect choices: A Angry and and alone do do not have the same meaning. Angry meaning. Angry means means “mad or upset”; alone means means “by itself.” B Walked and and kicked have have different meanings. Gheta walked down down the road, and then she kicked the the pot. D Fine and and valuable have have different meanings. Te cow was valuable , or worth money; a “ fine house” house” looks nice. 2. Correct response: B

(Analyze characters) Te mother sends Gheta to the market because the cow is sick and she has to stay home to care for the cow.

A Te cow is sick, not the mother. C Te mother becomes angry with Gheta after she goes to the market. D Te mother just tells Gheta to sell the milk. Te story does not suggest that Gheta will get more money for the the milk than the mother would. 3. Correct response: B

( Analyze literary elements: setting ) Te fourth paragraph says that Gheta sits down under a tree to rest. As she is resting under the tree, she dreams about the future. Te dream ends when she kicks the pot of milk.

Incorrect choices: A Gheta is on her way to the market when she stops to rest. After she kicks over the milk, she goes home. C Gheta kicks over the milk before she gets to the market. D Gheta dreams about a field of rice but never actually goes there.


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4. Correct response: A response: A

7. Correct response: B

(Identify cause and effect ) Gheta explains that things would be worse if she had kicked the cow and the cow had run away.

Incorrect choices:

(Interpret figurative language ) Te first paragraph says that “a team of workers does the job” job” of healing a cut, and then the passage goes on to describe what the platelets, white blood cells, and fibroblasts do.

B Te cow got better during the day while Gheta was away.

Incorrect choices:

C Gheta dreams of a fine house but does not tell her mother about it.

A Te passage says that “threads” form in the blood, but the author does not compare them to platelets and white blood cells.

D Te story says that Gheta “told her what had happened”; she did not make up a lie about someone taking the milk from her. her.

C Te passage refers to using a special “tool” to fill a hole in the wall, but this refers to the skin that covers the cut. D Animals are not mentioned mentioned in the passage.

5. Correct response: D

(Make connections) connections) Te story concerns a girl who learns that daydreaming can lead to trouble and changes her ways, way s, so it it coul could d be mos mostt helpf helpful ul to to anoth another er perso person n who day daydre dreams ams and need needss to to learn learn thi thiss lesso lesson. n.


(Use graphic feature: diagram) diagram) Te third paragraph describes how the scab forms, and then the next paragraph tells what happens next: white blood cells kill the germs.

Incorrect choices: A Te story takes place in India but does not n ot really teach anything about India. B Gheta had to learn the importance of doing her chores, so someone who already does chores at home does not need to learn this lesson. C Liking milk is not mentioned and is of no importance in the story.

Incorrect choices: B Treads form in the blood as part of the process of forming a scab. C Te platelets form a plug before the scab forms. D A scar sometimes appears after collagen fills the cut. 9. Correct response: C

Cuts and How hey Heal 6. Correct response: B

(Use reference aids to clarify meaning: dictionary ) Te passage describes tiny cells in the body, so definition 2 fits the context best.

Incorrect choices: A Te passage does not mention a jail cell. C Te passage does not mention a power cell, or battery.

(Use prefixes to determine word meaning ) Te prefix micromicro- means means “very small”; the passage says you can’t see the workers “because they are microscopic .”

Incorrect choices: A, B, and D are incorrect. “Special” and A, “close” may seem plausible, but micromicro- does does not mean either of these things. Te fact that you won’t see the workers workers while they are working might suggest suggest that they are are “shy, “shy,” but this is not the meaning of micromicro-..

D Te passage does not describe people workingg for any kind of secret workin secret cause. cause.

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(Identify main idea and details) details) Te fourth paragraph says that the white blood cells kill the germs.

Incorrect choices: A Te platelets cause the blood to clot and stop the bleeding. B Scabs protect the skin while it heals. C Te fibroblasts make collagen to fill the hole.


(Use context clues to determine meaning of multiple-meaningg words multiple-meanin words)) Uncle Moses says they need some “ribs” to make the sides of the shelter shelter,, so the word rib rib in in this context means “a supporting part of a wall or building b uilding..”

Incorrect choices: A Uncle Moses is talking about the shelter shelter,, not a human body. B Tis meaning refers to a kind of food you can buy.

Shelter 11. Correct response: C

(Summarize ) Tis sentence best sums up what happens in the story.

Incorrect choices:

C Uncle Moses wants to use branches as ribs for the shelter, not “ribbed” pieces of cloth. 14. Correct response: C

(Identify sequence of events) events) When Uncle Moses chooses their campsite, campsite, he says, “First, we find a nice, healthy tree.”

A Tis sentence gives one small detail from the beginning of the story.

Incorrect choices:

B Justin did not get lost; he went camping with his uncle.

A Finding the ridgepole is the second step in building the shelter.

D Tis sentence gives two important details from the story but does not include building a shelter.

B Tey find debris to put on the outside of the shelter after the frame is built. D Tey had to find small branches after they put up the ridgepole.


( Analyze literary elements: theme ) Justin does not want to go camping at first, and then he goes reluctantly. But at the end he seems to think the shelter is “warm and cozy,” cozy,” and he falls asleep, so he learns that this new experience is not so bad.

Incorrect choices: A Justin does not learn this during the trip; he undoubtedly knew it already. B Justin’s mother says that he swims and plays soccer, soccer, so he already gets plenty of exercise. C Justin’s initial fears about the woods came from a story in a book, but he learned that they were unfounded.


(Identify cause and effect ) Justin does not want to go camping in the woods because a story that his mom read to him made camping in the woods sound scary.

Incorrect choices: A He knows what camping is because he has read about it in a book. B He likes his uncle and runs to say hello to him. C His uncle seems to think that Justin stays home all the time, but Justin’s mother says that he swims and plays soccer.


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19. Correct response: C

(Make inferences) inferences) He probably feels safe because he thinks it is “warm and cozy” and he falls asleep.

(Draw conclusions) conclusions) Te fourth paragraph says that women’s women’s clothes were heavy and hot, and they made climbing and running difficult.

Incorrect choices: A He does not feel lonely because he’ he’ss with his uncle. C He is not feeling too hungry because he goes to sleep before he and his uncle make dinner. D Justin Justin has been busy building the shelter and learning about nature, so he is not bored.

Incorrect choices: A Te passage does not mention the cost of women’ss clothes. women’ B Te passage describes women’s clothes as heavy, full, hot, and uncomfortable but never describes them as beautiful. D Some women’s clothes may have been well-made, but the passage implies that that many women made their own clothes.

Bloomers 17. Correct response: D


(Identify main idea and details) details) Te passage tells how bloomers became a fashion, and the last paragraph tells why they were important.

Incorrect choices:

(Use details or evidence from the text to support ideas) ideas) Tis detail supports the idea that these women were stro strong ng and indepe independent ndent becau because se they they defied social customs and wore what they wanted, in spite of how people made fun of their clothes.

A Tis is the main idea of the eighth paragraph but not of the whole passage.

Incorrect choices:

B Tis is a detail that tells where the first bloomers came from.

A Te passage says that Miller went hiking but does not say that Stanton did so.

C Tis is a detail that supports the main idea.

C Amelia Bloomer owned a newspaper newspaper,, but neither Miller nor Stanton did.


(Identify cause and effect ) Te next-to-last paragraph explains that women stopped wearing bloomers because people made fun of them.

D Te passage says that Miller went to Switzerland but does not say that Stanton traveled to other countries.

Incorrect choices: A Bloomers were not any hotter than heavy dresses and were probably cooler. B Elizabeth Stanton made bloomers for herself, and many women wrote in to the newspaper for information so they could make their own. C Bloomers were comfortable because they were loose-fitting.

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response: A 21. Correct response: A (Evaluate author’s author’s point of view ) Te author implies that bloomers were good g ood for women, so she would probably not agree with reporters who made fun of them.

Incorrect choices: B Te author describes bloomers in positive ways, so she would agree agree with people who made them for women. C Te author describes bloomers in positive ways, so she would agree agree with women who wanted to make them them for themselves. D Te author implies that women deserved the right to dress as they wanted, so she would agree with people who feel the same way.

23. (continued)

Incorrect choices: A Dinah and her mother did not move into a new house. B Te word arrangement refers refers to the mother’s plan for a day-care center, not a job that Dinah liked. D Te word arrangement refers refers to a plan, not a new day. response: A 24. Correct response: A (Identify cause and effect ) Te first paragraph explains that Dinah’s mother was tired of driving back and forth to work, so she started a business in her home. home.

Incorrect choices: 22. Correct response: D

(Interpret figurative language, including idioms) idioms) If you “look down on” someone, you look at the person in a negative or critical way, as if the person were lower than you; you have a bad opinion of him or her.

Incorrect choices: A , B, and C are incorrect. “Looking down on” someone does not refer to seeing clearly, cl early, looking at something again and again, or closing one’s eyes.

A New Day-Care Day-Care Center 23. Correct response: C

(Use context clues to determine meaning of unfamiliar words) words) Dinah’’s mother explains her plan to open a Dinah new day-care center, and Dinah likes this plan, or idea.

B Dinah’s mother works every day, and she and Dinah cannot take their usual February vacation. C Dinah’s mother asks her to help, but this is not the reason she started the business. D Dinah’s mother does meet other mothers in her day-care center, but this was not her reason for starting it. 25. Correct response: B

(Compare and contrast ) Te passage says that Mrs. Kim had twins and “always looked very tired.”

Incorrect choices: A Mrs. Rashid always stays to talk with Dinah’s mother, but Mrs. Kim does not. C Mrs. Rashid always stays for a few minutes, but Mrs. Kim usually gets there last and always hurries out the door. D Mrs. Rashid talks with Dinah’s mother every morning, but Mrs. Kim just says, “Good luck!”


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( Analyze literary elements: plot ) When February vacation begins, Dinah has to stay home and help her mother instead of visiting her grandmother in Florida. Florida. Tis is the main problem, or conflict, in the story.

(Make predictions) predictions) Te last two sentences of the story suggest that Dinah will enjoy helping with the kids for the rest of the week.

Incorrect choices: Incorrect choices: A At the beginning of the the story, Dinah does not object to keeping the house neat. B Dinah does not seem to mind that children are dropped off before she goes to school. C Dinah may not understand some of the parents and she feels sorry for Mrs. Kim, but their behavior does not cause her any problems.

B Te last paragraph says that Dinah could not remember how it felt to learn how to talk. C Dinah has accepted the idea that she will not be going to visit her grandmother, and now she’s she’s beginning to enjoy being home. D She has come out of her room and is now beginning to enjoy helping with the children.


( Analyze literary elements: plot ) Dinah feels unhappy about staying home during her vacation, and she does not laugh or enjoy herself until Rose says “Di-Di.” “Di-Di.” Ten she decides that the week at home might not be so bad after all.

Incorrect choices: A Listening to Ethan makes Dinah feel old and does not help her mood. B Watch Watching ing the twin twinss makes makes her real realize ize tha thatt she can’t remember how she felt at their age. C Rose immediately spills applesauce on Dinah’s shirt, and this does not change Dinah’ss mood. Dinah’ mo od.

76

Meet the Jelly 29. Correct response: D

(Use text features to find information) information) Te first paragraph of the passage says, “rue fish have vertebrae . Jellyfish do not have these backbones.” By finding the word vertebrae in the first paragraph, you can find the clue to its meaning.

Incorrect choices: A and B are incorrect. Te word vertebrae is used in the first paragraph in reference to bones; “scales” and “stomachs” are not mentioned in this paragraph. C Te passage says that true fish also also have have hearts, so they must be different from vertebrae.



(Identify text structure and organization organization)) Tis part of the passage introduces jellyfish by telling how they are different from true fish.


(Compare and contrast ) Te last paragraph in More Jellies Tan Ever states Ever states that jellyfish can live on less oxygen than fish.

Incorrect choices: A Tis question is answered under Te Life of a Jellyfish Jellyfish.. B Tis question is answered under Te Parts of a Jellyfish Jellyfish.. C Tis question is answered under Wa under Watch tch Out for Tat Jelly! response: A 31. Correct response: A (Use context clues to determine meaning of unfamiliar words) words) In the passage, the sentence after the word transparent gives gives a clue to its meaning: “You can see its stomach and other organs through the skin.” When something is transparent, transparent, you you can see through it.

Incorrect choices: A Jellyfish and fish need varying amounts of food to live. B Te second part of the passage says that jellyfish do have have mouths. D Te Life of a Jellyfish says that jellyfish eat small fish and tiny plants, the same food that fish eat. 34. Correct response: B

(Evaluate author’s author’s point of view ) In this sentence, the word yuck word yuck reveals reveals the author’ss view of, or feeling about, jellyfish. author’

Incorrect choices:

B Te skin of the jellyfish is clear, not colorful.

A Calling the jellyfish a “blob” might suggest the author’s view, but this sentence is not the one that best shows shows how the author feels.

C Te stingers are on the tentacles, not the skin.

C and D are both factual details that do not reveal the author’s feelings about jellyfish.

Incorrect choices:

D Te passage does not mention two kinds of skin.


(Summarize ) Tis sentence best sums up the part called Watch Wa tch Out for Tat Jelly! Jelly!,, which tells how jellyfish defend themselves and what to do if you get stung.

(Use details or evidence from the text to support ideas)) ideas Tis sentence from More Jellies Tan Ever describes a group of jellyfish large enough to cover one end of the Gulf of Mexico, and it leads into the question of why there are more jellyfish now than in the past.

Incorrect choices:

Incorrect choices:

A Tis is the main idea of the first paragraph in this part, but it does not summarize the whole section.

A Tere are hundreds of kinds kinds of of jellies, but the number of kinds does not indicate large numbers of each kind.

B Tis is the main idea of the last paragraph in this part, but it does not summarize the whole section.

B Te length of a jellyfish’s life does not support the idea that the overall population is increasing.

D Tis is an inaccurate detail drawn from this part of the passage; jellyfish do have a way to defend themselves.

D Te fact that people eat jellyfish does not indicate that the number of jellyfish is increasing; more likely, it would mean the opposite.



77


2

Test

Answer Key

1.

B

8.

A

15.

B

22.

B

29.

B

2.

D

9.

C

16.

B

23.

B

30.

C

3.

A

10.

B

17.

D

24.

A

31.

B

4.

D

11.

C

18.

C

25.

D

32.

B

5.

C

12.

D

19.

A

26.

C

33.

A

6.

C

13.

A

20.

A

27.

B

34.

B

7.

D

14.

A

21.

C

28.

D

35.

A

Answer Key Explanat Explanations ions he Garden

2. (continued)

Incorrect choices: 1. Correct response: B

(Identify cause and effect ) Te passage says that Mrs. Wilson offered them some lemonade. Te boys nodded and “thought this new neighbor was really nice.”

Incorrect choices: A Te boys helped Mrs. Wilson with the garden after they had lemonade. C Te boys rode their bikes before they visited Mrs. Wilson. Wilson. D Te boys played hide-and-seek before they visited Mrs. Wilson. 2. Correct response: D

A Tey helped Mrs. Wilson spread the compost on the first day. B Mrs. Wilson gave them vegetables when they returned to visit her in the summer. C Te boys played with the dog on their first visit. 3. Correct response: A response: A

(Use context clues to determine meaning of unfamiliar words) words) Mrs. Wilson explains that compost is is made from things like leaves and peels from fruits and vegetables, mixed with soil. “After “After everything rots, it turns into this nice, rich compost .”

(Identify sequence of events) events) When the boys visited Mrs. Wilson over the next two days, they helped her plant vegetable seeds and seedlings.


79

What’s the Most Important Important Bone?

3. (continued)

Incorrect choices: B Mrs. Wilson planted small plants, or seedlings, in the garden, but these were not compost.


C Mrs. Wilson did not add weeds to the garden.

(Identify main idea and details) details) Te first and last paragraphs state the main idea: that the human body has many bones, and they are all important.

D Mrs. Wilson planted seeds and watered them, but this mixture is not compost.

Incorrect choices: A Tis is the main idea of the part called Te Spine, Spine, but not of the whole passage.


(Identify literary genres and their characteristics) characteristics) Te characters in this story act like real people act and do things that real people might do.

B Tis is the main idea of the part called Te Ribs, Ribs, but not of the whole passage. D Tis is a supporting detail from the first paragraph but not the main idea.

Incorrect choices: A Tis story has a puppy in it, but no animals that talk. B Te story does give some information about gardening, but that does not best describe what kind of passage it is. C Te story takes place in a realistic setting, not in a different kind of world. 5. Correct response: C

( Analyze characters) characters) Te boys are respectful to Mrs. Wilson, they act politely by introducing themselves and asking if they can play with the dog, and they help her in the garden.


(Use graphic features: diagram) diagram) Te fibula and tibia are the only leg bones below the knee.

Incorrect choices: A B, and B, and C are incorrect. Te spine and the sternum, the ribs and the skull, and the femur and the coccyx cocc yx are all above the knee. 8. Correct response: A response: A

(Use prefixes to determine word meaning ) Te prefix im im-- means “not,” so impossible means “not possible.”

Incorrect choices:

Incorrect choices:

A Te boys don’t make any loud noises, and they don’t do anything to annoy Mrs. Wilson.

B Te prefix re -, -, not im im-, -, means “again.”

B Te boys stay busy when they help Mrs. Wilson, but they are not bothersome. bothersome.

C Te prefix im im-- does not mean “very.” D Te prefix pre -, -, not im im-, -, means “before.”

D Te boys may have been bored before they first went to Mrs. Wilson’s, but not after that, and they never acted grumpy.

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(Compare and contrast ) Te skull protects the brain, and the ribs protect the heart and lungs.


Incorrect choices:

( Analyze characters) characters) Te second paragraph says that Hen is careful, and she always locks her front door. door. In the last paragraph, Fox says that Hen is clever; she has escaped from him and fooled him again.

A Te spine enables the body to stand upright, not the skull and ribs.

Incorrect choices:

B Tese bones work together with the spine but are not part of it.

A Big Red Hen might be considered “foxy” for her cleverness, but she never does anything silly.

D Te skull is above the shoulders, but the ribs are not. 10. Correct response: B

(Use text features to find information) information) Te skull bones, which include the jawbone, are located in the head.

Incorrect choices: A Te Spine tells about the backbone, not the head. C Te Ribs Ribs tells tells about the rib bones and the sternum, not the head. D Te Hand Bones Bones tells tells about the hands, not the head.

Fox and Big Red Hen 11. Correct response: C

( Analyze literary elements: plot ) Te main problem, or conflict, in this story is that Fox wants to eat Hen for dinner.

Incorrect choices: A Hen does need wood from the woodpile, but this is not the main problem. B Locking the door is a solution for Hen, rather than a problem. D Te splash causes a minor problem for Fox and his mother, but it is not the main problem in the story.

B Hen might be shy of Fox, but she is not sly. C Hen is smart enough to escape from Fox, and she may be proud of her success, but these words do not best describe describe her. response: A 13. Correct response: A (Interpret figurative language, including idioms) idioms) Going “back to square one” is an idiom that means going back to the beginning and starting over, as you would in a board game, for example. Te last sentence in the story notes that Fox will try to catch Hen again the next day.

Incorrect choices: B, C, and D are all possible explanations of Fox’ss statement, but none of them correctly Fox’ interprets the phrase “back to square one.” 14. Correct response: A response: A

(Identify cause and effect ) Te story says that Hen was so plump and fat that Fox had to sit down and rest after carr ying her for a long way.

Incorrect choices: B Te story does not mention that Fox might not have slept the night before. C Fox went to Hen’s house without needing to rest; he had to rest on the way back because he was carrying Hen. D Te story does not mention that Fox hurt himself while catching Hen.


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(Identify sequence of events) events) When Fox falls asleep and starts snoring, Hen begins cutting her way out of the bag.

(Use reference aids to clarify meaning: dictionary ) In this context, the word suspected means means the scientists thought it was likely that bugs and other creatures were once very large.

Incorrect choices: A Hen puts rocks in the bag after she cuts her way out. out. C Fox calls out to his mother when he gets home, after Hen cuts her way out of the bag. D Fox sneaks into Hen’s house long before she cuts her way out of the bag, not “just before.”

Incorrect choices: A Tis definition refers to a belief about a person, not creatures creatures.. B Tis definition would apply if the scientists started to doubt that bugs were once very large, but they actually believed the opposite. D Tis definition refers to a feeling about a person, not creatures creatures..


(Evaluate author’s purpose ) Tis story was meant to be read for fun and to entertain the reader.

Incorrect choices: A Tis story does not try to persuade people to cook or eat hens. C Tis story is fiction and does not give any factual information. D Te story might suggest a lesson about being careful, but this is not the author’s main purpose for writing the passage.

Scientists Discover the World’s World’s Largest Bug

response: A 19. Correct response: A (Identify cause and effect ) Te sixth paragraph implies that giant sea scorpions lived for many years because they had no enemies, but this changed when fish began to grow large teeth.

Incorrect choices: B Sea scorpions did live long before the dinosaurs, but this is not why the scorpions lived a long time. C Tey were huge bugs, but other creatures were larger (such as the fish that eventually eventually started eating them). D Giant scorpions started to die out when fish began catching and eating them.


(Identify main idea and details) details) According to this this passage, scientists in in Germany discovered a fossil of the world’s largest bug, a giant sea scorpion.

response: A 20. Correct response: A (Identify text structure and organization organization)) Te author describes the creature as “the size of a small car” and “bigger than the tallest of men.”

Incorrect choices: A Other scientists found the remains of large cockroaches and dragonflies years before. B Te scientists in Germany did not discover this fact; it was known earlier. C Te scientists in Germany did not discover where bugs lived long ago; they already knew where bugs lived.

82

Incorrect choices: B Te author does not describe how the scorpion grew, just how large it was in relation to a car or a man. C Scientists figured out how large it was but did not explain how it got that big. D Te author relates some events in chronological order, but not for the purpose of describing the size of the scorpion.



(Use details or evidence from the text to support ideas)) ideas Te sixth paragraph states that fish with large teeth ate the sea scorpions, s corpions, and there are still fish with large teeth that would eat e at them today.

Incorrect choices: A Tis statement is inaccurate because there are still swamps on Earth, even though the one where the sea scorpion lived is no longer a swamp swamp.. B Te amount of water on Earth has probably not changed much and is still enough to support giant sea scorpions. D Te passage does not say what the sea scorpions ate, but they could likely find food if they were alive today. 22. Correct response: B

(Summarize ) Tis sentence best summarizes the content of the passage as a whole because it mentions the scientists’ discovery discovery and some of the history.

Incorrect choices: A Tis sentence gives one detail from the first paragraph but does not summarize the passage as a whole. C Tis sentence gives one detail from the third paragraph but does not summarize the passage as a whole. D Tis sentence gives one detail from the sixth paragraph but does not summarize the passage as a whole.

he Maharaja’s Jester

23. (continued)

Incorrect choices: A A maharaja maharaja is a king or ruler, ruler, not an entertainer. C A fool or jester may may tell a joke, but but this is not the meaning of the word. D A fool might be hired hired by a king, but but a fool is not considered a servant. response: A 24. Correct response: A (Draw conclusions) conclusions) In the fourth paragraph, Gopal’s wife wonders why they they are are so poor poor that that they they have have to live in in a mud hut with straw for a roof.

Incorrect choices: B Gopal seems to work hard at his job every day, so he was not lazy. C Te story does not suggest that Gopal liked his mud hut; he was open to change when his wife suggested it. D Gopal didn’t spend money on anything in this story. 25. Correct response: D

(Make inferences) inferences) Te first paragraph says that the maharaja had serious problems to solve, so he hired Gopal to make him laugh.

Incorrect choices: A Gopal planned a dinner for the king, but this was not his job. B Gopal was a jester to the maharaja, not his servant. C Te maharaja solved the problems himself, but he sometimes needed someone to take his mind off his problems.


(Identify synonyms) synonyms) Jester and and fool fool are similar in meaning; they both refer to a person whose job is to entertain a king or queen by making him or her laugh.


( Analyze literary elements: plot ) Te roof of Gopal’s house is leaking and has to be fixed again. His wife wants to live in a better house, but Gopal is too poor to build a better house.


83

Animal Smarts

26. (continued)

Incorrect choices: A Gopal and his wife prepare a large dinner dinner,, so he must have enough money. B Te king still employs the jester and is fond of him. D Gopal and his wife may argue, but they seem to get along otherwise.


(Identify antonyms) antonyms) Te fifth paragraph says that monkeys stayed in a place that was safe, but they moved away from a place if it was dangerous. Dangerous Dangerous is is the opposite of safe .

Incorrect choices: 27. Correct response: B

( Analyze literary elements: plot ) Te maharaja tells Gopal that he will send workers to build a house for him. him.

Incorrect choices: A Gopal does get the ladder, ladder, but this does not solve the problem of needing a new house. C and D are incorrect. Gopal’s wife makes a fine meal, but the problem has been solved before anyone can eat. 28. Correct response: D

(Use details or evidence from the text to support ideas) ideas) Gopal knows the king well enough to know that if he is amused and becomes aware of Gopal’ss situation, then he will offer to build Gopal’ a house for Gopal and his wife. If he just told the maharaja about his problem, it would only add to his worries.

A Te word nearby fits fits in the sentence but is not the opposite of safe . C Feeling scared might result from not being safe, but these words are not opposites. D Te word amazing might might describe a place, but it is not the opposite of safe . 30. Correct response: C

(Make inferences) inferences) Both leopards and eagles will catch and eat a monkey, so the male monkeys make sounds to warn the females of different dangers.

Incorrect choices: A Many animals live in the jungle, but the monkeys would not need specific sounds for those that were not dangerous. B Monkeys do live near these animals, but that is not a reason to have sounds for them. D Monkeys flee from leopards and eagles; they don’t try to catch and eat them.

Incorrect choices: A Tis might show that he is wise or fairminded, but it does not show how clever he is. B He puts a mattress on the roof of his hut to pretend it is a throne, but this is not the main point.


(Compare and contrast ) Te passage says that parrots can learn to speak and understand words, and dogs can understand a human’s commands.

C Gopal sets up the situation so the king can figure it out himself.

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31. (continued)

Incorrect choices: A Te passage says that Alex the parrot could count to six and knew what the numbers meant, but it does not say that dogs can understand math. C Crows can use tools to reach food, but dogs and parrots don’t do this. D Tey both understand words, but only parrots can speak them. 32. Correct response: B

(Identify main idea and details) details) Tis sentence tells what the whole passage is mainly about.

Incorrect choices: A Te passage mentions examples of animals that are intelligent but does not say that all animals are. C Apes and dolphins are are mentioned in the next-to-lastt paragraph, but they are not next-to-las the main focus of the passage. D Tis is a supporting detail but not the main idea. response: A 33. Correct response: A (Evaluate author’s purpose ) Describing Alex’s intelligence gives a good example to illustrate the main idea of the passage.


(Use prefixes and base words to determine word meaning ) Tis word consists of the prefix un un-- and the base word tangle .

Incorrect choices: A Un Un-- is a prefix, not a base word. C Angle is is a word, but its meaning is not related to untangling a knot. D Tang is is also a word, but its meaning is not related to untangle . response: A 35. Correct response: A (Make inferences) inferences) Being able to correct other birds means that Alex knows the correct pronunciation pronunciation of words. words.

Incorrect choices: B Alex has a large vocabulary vocabulary (for a bird), bird), but you cannot tell this from the fact that that he corrects other birds. C Being able to correct other birds does not suggest that Alex can communicate with other animals. D Alex is correcting other birds, so so you could conclude the opposite—that he wants them to know what he knows.

Incorrect choices: B Te author does not explain how parrots parrots learn language, only that they do. C Te author describes some remarkable parrots but does not try to persuade anyone to get a parrot. D Te author shows that some birds are special, but does not suggest that all birds are alike.


85


Test

3

Answer Key

1.

D

8.

D

15.

D

22.

D

29.

A

2.

A

9.

A

16.

D

23.

B

30.

B

3.

C

10.

A

17.

C

24.

B

31.

C

4.

B

11.

B

18.

A

25.

A

32.

D

5.

C

12.

C

19.

B

26.

C

33.

D

6.

C

13.

B

20.

B

27.

D

34.

A

7.

A

14.

A

21.

D

28.

C

35.

C

Answer Key Explanat Explanations ions A Special Pet

response: A 2. Correct response: A


( Analyze literary elements: plot ) At the beginning of the story, the boys are unhappy because they want a pet, but their parents have said no.

Incorrect choices:

(Identify cause and effect ) When Grandpa returned, he said he had had a little trouble remembering where he had put the pet rock.

Incorrect choices: B He knew the boys were waiting for him.

A Te boys have not heard of a pet rock until Grandpa shows them one.

C Grandpa said he might have a solution to the pet problem but did not say anything about taking medicine.

B Te boys looked at Grandpa as if he had “gone around the bend,” but this is not presented as a problem.

D Te boys looked at his glass animal collection, but this was not the reason he was gone so long.

C Te boys’ allergy to fur is the reason they can’t have a cat or a dog, but their real problem is the need for a pet.


(Interpret figurative language ) Tis sentence contains a simile. Te light shining through the glass animals made spots of color on the floor that looked like candy fruit drops.


87

Nature’ss Helicopters Nature’

3. (continued)

Incorrect choices: A Tere is no mention of a colored rug on the floor. B Light shining through the animals looked like candies, not the animals themselves. D Te colored spots of light looked like candies, but there were no candies melting on the floor.


(Identify main idea and details) details) Te first paragraph presents the idea that maple trees produce fruits that resemble helicopters. Tis is the main idea of the passage as a whole.

Incorrect choices: A, B, B, and and D are factual details from the passage but not the main idea.


(Identify sequence of events) events) When the boys first see the pet rock, rock, Christopher says, “Tat’s dumb.”

response: A 7. Correct response: A

A Te boys see the manual after Grandpa tells them about the pet rock.

(Use text features) features) You Y ou can find the mean meaning ing of the wor word d samara by going back to the passage and looking for the word wor d in ital italics ics.. Te Te secon second d paragr paragraph aph say sayss that that a maple fruit is made up of two parts called samaras samaras..

C Grandpa says that he will take the boys to look for rocks on Saturday.

Incorrect choices:

D Grandpa tells the boys about Cheever’s tricks after Christopher says, “Tat’s dumb.”

B, C, and D all refer to specific things mentioned in the passage, but they do not give the meaning of samara samara..

Incorrect choices:


( Analyze characters) characters) Grandpa seems to enjoy their company because he helps the boys without being asked, encourages them to stick around, and offers to spend more time with them on Saturday.

Incorrect choices: A He takes their problem seriously enough to find a solution. B He responds positively to the boys and does not seem to regard their words as complaining.


(Use graphic features: diagram) diagram) Te pictures show the winglike structure of maple tree fruits from two kinds of maples.

Incorrect choices: A Te pictures do not contrast maple trees with other kinds of trees. trees. B Te pictures show maple tree fruits, not flowers. C Te pictures show a difference in the fruits but do not explain why they are different.

D Grandpa helps the boys, not the other way around.

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(Make connections) connections) Since the third paragraph refers to “leaves like the one on the Canadian flag” but gives no picture, a picture of the maple leaf on the flag would be the most useful piece of information to include.


(Identify cause and effect ) Te second paragraph says that Edmund landed on his instrument bag when he fell, and “the bow had snapped in two.”

Incorrect choices: Incorrect choices: B Te Canadian Forest Service is not relevant to this passage. C Tis passage is about maple tree fruits, not other kinds of trees in Canada. D How to make maple syrup may be related to maple trees, but this information is less useful than a picture of the Canadian flag.

A It had just started raining and the fiddle was in the bag, so it did not get wet. B Te story says that Edmund looked inside the bag, but it does not say that the bag opened. D Edmund put on his red leggings after he fell in the mud, so they did not get dirty. Te story does not say what he was wearing before that.


(Use prefixes, suffixes, roots, and base words to determine word meaning ) If hundreds of mini-aircraft are hanging from trees, then they must be very small. Te word part mini - means me ans “small. “small .”


( Analyze characters) characters) Inventing a new routine at the last minute shows that Edmund is “quick-witted,” or clever.

Incorrect choices: Incorrect choices: B Te word fast word fast fits fits in the context of the sentence, but mini - does not mean “fast.” C Te word special fits fits in the context of the sentence, but mini - does not mean “special.” D Te word pretty fits fits in the context of the sentence, but mini - does not mean “pretty.”

A Tis shows that he is careful or prudent, not quick-witted. C Tis shows that he is skillful with his hands, but not quick-witted. D Any performer would collect the coins offered to him, but this does not show that he is quick-witted. response: A 14. Correct response: A

Edmund’s Lucky Break 11. Correct response: B

( Analyze literary elements: setting ) Te best clue to the time of the story is the fact that it takes place in a castle.

(Identify antonyms) antonyms) Te first paragraph says that the people at the last place were “quite tightfisted ,” ,” and Edmund hopes that these people would be “more gener“more generous.” ous .” Tese words have opposite meanings.

Incorrect choices: Incorrect choices: A , C, and D are incorrect. People still play the fiddle and juggle, entertainers may still wear red leggings, and people who enterentertain may still eat in the servants’ ser vants’ kitchen. None of these details indicates that the story took place long ago.

B Edmund slipped in the mud and landed on his bag, but these words do not have opposite meanings. C Tese words describe things that happened, but they are not opposites. D Play and and song are are related words but not opposites.


89


(Summarize ) Tis answer best summarizes the key elements of the plot: Edmund runs into a problem (breaking his bow), solves it, and puts on a show.

Incorrect choices: A Tis suggests that the lord knew about Edmund’s broken instrument. B Tis does not tell what happened to Edmund before the show or why he had to try out new tricks. C Edmund did have problems, but everyone enjoyed his performance. 16. Correct response: D

(Make predictions) predictions) Edmund needs a job, he has no plans for the winter,, and he seems to like the steward’ winter steward’s offer because the story says that things “had turned out very well after all.” all.” For these reasons, he is likely to stay.

“I’ll Go and Do More”: Annie Dodge Wanneka W anneka (1910–1997) (1910–1997) 17. Correct response: C

(Summarize ) Tis answer best summarizes the key elements of the passage: Annie Wauneka worked hard to help her people and received many honors for her work.

Incorrect choices: A Tis answer is vague about what Wauneka did, and it includes the unnecessary detail of her date of death. B Tis does not describe what Wauneka Wauneka did or the honors she received. D Tis choice describes her childhood but not her adult leadership roles and honors. 18. Correct response: A response: A

Incorrect choices:

(Use context clues to determine meaning of unfamiliar words) words) Te third paragraph says that the flu swept through the school and some of the students died, so it must have been terrible.

A Te show is already over, so he has no reason to perform a new trick.

Incorrect choices:

B He has probably changed out of his costume already, and he has no reason to change into a new one. C He was not very successful at the last place, so he is not likely to go back there.

B Te flu was strong enough to cause students’ deaths. C Te flu may have been painful to people who got it, but but that is not the the meaning of dreadful . D Te flu “swept through the school” and some students died, so it was not slow-acting.

90



(Evaluate author’s author’s point of view ) Te tone of the passage is positive, and the writer writ er seems seems to admir admiree Waunek Wauneka a for wha whatt she she did. did.

Incorrect choices: A Te passage does not suggest that Wauneka got too much attention; if anything, she may not have gotten enough. C Waun Wauneka eka wor worked ked wit with h her her fat father her for yea years rs,, but there is no suggestion that she did not spend enough time with the rest of her family. D Wauneka was clearly respected and admired, but is not described as “lovable.” 20. Correct response: B

(Identify cause and effect ) Te second paragraph says that homes on the reservation were “too spread out to build schools near where people lived.”

Incorrect choices: A Tis was an effect of having no schools nearby, not a cause. C Some people had money to send their children away to school, so this does not explain why schools were not built nearby. D Te council knew where the children lived because they determined that they lived too far apart. 21. Correct response: D

(Compare and contrast ) Te passage states that Wauneka was the first Native American to receive the Presidential Medal of Freedom; it does not mention that her father ever received one.


(Use details or evidence from the text to support ideas) ideas) Being reelected many times supports the idea that people thought she was doing a good job.

Incorrect choices: A Tis answer is possible because no one would listen to her radio radio show if they they didn’t like what she was doing, but it is not the best reason. B She could work with groups throughout the country regardless of what the Navajo people thought of her. C Helping people get better homes might be part of her work, but it is not evidence that the Navajo people thought she was doing a good job.

Wind and Music Music 23. Correct response: B

(Identify literary genres and their characteristics) characteristics) You Yo u can tell that this is is a folktale because it starts with “Once upon a time,” it takes place long ago, two of the main characters have to pass a test, and it has a happy ending.

Incorrect choices: A A biography gives factual information information about a real person. C A news article gives factual factual information about an event that actually happened. D Tis is similar to a fairy tale in some ways, but it does not have fairy-tale fair y-tale characters, such as princesses, talking animals, or ogres.

Incorrect choices: A Both Henry Chee and his daughter were tribal leaders. B Both thought that education was important. C Both worked on the reservation.


91



( Analyze literary elements: plot ) In the second paragraph, Ming Li tells the two women that that she wants wants to see how clever clever they are. are.

( Analyze characters) characters) Te sixth paragraph suggests that Cheng Wa helped the two women because she had been through a similar situation when she was young.

Incorrect choices: A Ming Li’s sons were already married to them. C Ming Li had a specific purpose for the tasks, not just to get the women out of the house. D Ming Li was “not an easy person to satisfy,” and she showed no signs that she believed the two women would succeed.

Incorrect choices: A She may have enjoyed their company, but this was not the reason she helped them. B She lived in a distant village and did not know Ming Li. C She invited them to her house and to stay the night, so she did not want them to leave quickly.


(Make inferences) inferences) Te daughters-in-law tried to please their mother-in-law mother-in-la w by doing what she asked. Tey bowed to her and left the next day without argument.


(Identify text structure and organization organization)) Te events in the story are presented in chronological order, order, or the order in which they happened.

Incorrect choices:

Incorrect choices:

B Te two women cried because of the difficulty of the task and their worries that they might not succeed.

A Te story does not have a surprise ending.

C Tey lived in her home because Ming Li’s sons brought them home, as was the custom. D Tey did meet an old woman, but not by plan, and meeting her does not show the women wanted to please Ming Ming Li.

B Te characters could be compared with one another, but this is not how the author organized the story. D Te story describes a problem and then tells how the women solved it, not what caused it.

What’s for Breakfast? Breakfast? 26. Correct response: C

(Identify sequence of events) events) Te story says that she took the women to her home and made them tea.


(Identify main idea and details) details) Te second paragraph gives the main idea, that people eat different foods for breakfast.

Incorrect choices: A She gave them the flute and the fan after she made tea for them. B Te women told her their story before she took them to her home. D Tey stayed overnight after they had tea and after they got the flute and the fan.

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Incorrect choices: B Tis sentence is a supporting detail, not the main idea. C Tis is a detail stated in the passage, but it is not the main idea. D Tis statement may be inferred from the passage, but it is not the main idea.



(Use context clues to determine meaning of unfamiliar or multiple-meaning words) words) Tis sentence comes from the seventh paragraph, which encourages children to eat breakfast, not miss it on purpose.

Incorrect choices: A , C, and D are all other meanings of the word skip,, but none fits the context of this sentence. skip 31. Correct response: C

(Draw conclusions) conclusions) Te paragraph says that the Welsh love to eat shellfish and cakes made from seaweed, which are both products from the ocean, so many Welsh people probably probably live near the ocean.

Incorrect choices: A Te paragraph mentions only one food eaten in Ecuador, not “many kinds of food.” B Te paragraph describes a typical Chinese breakfast, but this does not give any suggestion of what else might be sold in Chinese stores. D Te paragraph says that Russian breakfast foods sound pretty familiar, except the pickles, but that does not mean the foods are American. 32. Correct response: D

(Use details or evidence from the text to support ideas)) ideas Te passage states that children who eat breakfast do better in school. Children in very poor countries are not as likely to eat a good breakfast, so they may have trouble learning.

Incorrect choices: A Tis detail does not relate to learning or children going to school. B Tis detail is related to breakfast on a farm, but not to children and learning.


(Evaluate author’s purpose ) Tis answer tells the author’ author’ss purpose for writing the passage as a whole.

Incorrect choices: A and C both reflect some of the factual details given in the passage, but neither one gives the author’s main reason for writing the passage as a whole. B In the last paragraph, the author warns against eating too much for breakfast, but this is not the author’s main purpose. 34. Correct response: A response: A

(Make inferences) inferences) Te fifth paragraph says that we got doughnuts from the Dutch, and Dutch settlers probably kept making them after they moved here.

Incorrect choices: B Tis detail does not explain why Americans eat doughnuts in particular. C Tis detail refers to the Dutch, but it does not explain why Americans have eaten doughnuts since the 1600s. D Tis detail does not explain why Americans eat doughnuts in particular. 35. Correct response: C

(Use reference aids to clarify meaning: dictionary ) Te dictionary entry for grits for grits says says that they are made from coarsely ground grain, especially corn.

Incorrect choices: A and and B both are based on the first dictionary entry, grit entry, grit . D Te word grits word grits came came from a Middle English word meaning “coarse “coarse meal,” but this does not mean that grits made of corn were first eaten in England.

C Tis detail is related to breakfast, but not to children and learning.


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Standardized Test Tutor: Reading Student Scoring Chart Grade

3

Student Name Teacher Name

Item Numbers

No. Correct/ otal

“he Pot of Milk” (folktale)

1–5

/5

“Cuts and How hey Heal” (informational)

6–10

/5

“Shelter” (realistic fiction)

11–16

/6

“Bloomers” (informational)

17–22

/6

“A New Day-Care Center” (realistic fiction)

23–28

/6

“Meet the Jelly” (informational)

29–35

/7

otal

1–35

/35

Item Numbers


“he Garden” (realistic fiction)

1–5

/5

“What’s the Most Important Bone?” (informational)

6–10

/5

“Fox and Big Red Hen” (folktale)

11–16

/6

“Scientists Discover the World’s Largest Bug” (informational)

17–22

/6

“he Maharaja’s Jester” (folktale)

23–28

/6

“Animal Smarts” (informational)

29–35

/7

otal

1–35

/35

Item Numbers


“A Special Pet” (realistic fiction)

1–5

/5

“Nature’s Helicopters” (informational)

6–10

/5

“Edmund’s Lucky Break” (historical fiction)

11–16

/6

“I’ll Go and Do More” (biography)

17–22

/6

“Wind and Music” (folktale)

23–28

/6

“What’s for Breakfast?” (informational)

29–35

/7

otal

1–35

/35

est 1

est 2

est 3

94


Percent (%)

Percent (%)

Percent (%)

Standardized Test Tutor: Reading Classroom Scoring Chart Grade

3

Teacher Name

Student Name

est 1

est 2


est 3

95

Notes:

96


Scholastic Test Tutor Reading 3

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