informational text • biography - benchmark education

©2014 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 4 9

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Grade 4 | Unit 1 Assessment

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Grade 4 | Unit 1 AssessmentInformational Text • Biography

Now read the passage and answer questions 2–7.

Woody Guthrie1 Woody Guthrie wanted to make the world a fairer place.

During his life, he wrote about 3,000 songs. He used his songs to get across his message about justice and fairness.

2 Woodrow Wilson Guthrie was born in Oklahoma in 1912. His family went through some good times, but mostly they struggled. Often they lived in a shack.

3 Before he turned 20, Guthrie moved to Texas. There, he married and started a family. He also formed a band.

4 The 1930s were hard for many families. The country was going through a depression. Millions of people did not have jobs. The Great Dust Storm had ruined many farms. Guthrie headed for California, looking for work. He hopped trains, hitchhiked, and even walked.

1. Look at the title of this passage and skim the first two paragraphs. What questions do you have? Write two questions that can help you understand the passage.

Name ________________________________________ Date ___________

Unit 1 Assessment • Biography (continued)

10 Grade 4 • Benchmark Literacy Unit Assessments • ©2014 Benchmark Education Company, LLC

5 In California, Guthrie landed a radio job. At first he sang mostly traditional songs, which made him popular. Soon, Guthrie began singing folk songs about underdogs. Poor people, farmworkers, and unemployed people became his subjects. One of his most popular songs says, “This land is your land, this land is my land . . . this land was made for you and me.”

6 Woody Guthrie never stayed in one place for long. In 1940, he moved across the country. He joined other singers in New York City who shared his ideas about fairness. Music was their way of fighting for justice and workers’ rights. They wanted their music to inspire people to change the world.

7 Soon Guthrie was on the road again. He moved west with his family and then back east. During his travels, he never stopped writing songs, poems, and even novels.

8 When the United States went to war in 1941, Guthrie joined the army. He wrote hundreds of songs, which helped to rally American troops during World War II.

9 By 1950, Woody Guthrie started showing signs of sickness. His moods changed rapidly, and he could become violent. At first, nobody knew what was wrong. Finally, doctors realized that he had a terrible disease. He spent the last years of his life in hospitals.

10 Woody Guthrie’s songs continue to stir strong feelings. His songs have roused people to fight for fairness and justice. They have made many people feel more hopeful about their lives. “I am out to sing the songs that make you take pride in yourself and in your work,” he once said.


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©2014 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 4

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2. Which sentence states the main idea of “Woody Guthrie”?

A He used his songs to get across his message about justice and fairness.

B He joined other singers in New York City who shared his ideas about fairness.

C Woody Guthrie never stayed in one place for long.

D He wrote hundreds of songs, which helped to rally American troops during World War II.

3. This question has two parts. Answer Part A first. Then answer Part B.

Part A Which sentence states the main idea of paragraph 5?

A In California, Guthrie landed a radio job.

B At first he sang mostly traditional songs, which made him popular.

C Soon, Guthrie began singing folk songs about underdogs.

D One of his most popular songs says, “This land is your land, this land is my land . . . this land was made for you and me.”

Part B Which sentence from the passage supports the main idea in Part A?

A Guthrie headed for California, looking for work.

B Poor people, farmworkers, and unemployed people became his subjects.

C He joined other singers in New York City who shared his ideas about fairness.

D They wanted their music to inspire people to change the world.



4. Which detail from the passage supports the inference that Guthrie was restless and did not want to settle down?

A Often they lived in a shack.

B The country was going through a depression.

C In California, Guthrie landed a radio job.

D He moved west with his family and then back east.

5. Which detail from the passage supports the inference that Guthrie was a serious writer?

A Poor people, farmworkers, and unemployed people became his subjects.

B He joined other singers in New York City who shared his ideas about fairness.

C During his travels, he never stopped writing songs, poems, and even novels.

D Woody Guthrie’s songs continue to stir strong feelings.


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6. In “Woody Guthrie,” what is the meaning of the word inspire in paragraph 6?

A urge; cause

B fight; battle

C change; adapt

D tell; order

7. What is the purpose of this passage?

A to entertain readers with stories about Woody Guthrie

B to describe America when Woody Guthrie was alive

C to give information about Woody Guthrie’s life

D to compare Woody Guthrie with other songwriters



Now read the passage and answer questions 9-16.

John Lewis1 JohnLewishasbeenfightingforequalrightsformorethan

fiftyyears.Timeandagain,hehasputhislifeonthelineforhis beliefs. He has been called “a genuine American hero.”

2 John Robert Lewis was born in Troy, Alabama, in 1940. His parents were sharecroppers. They farmed land owned by other people and paid a share of their crops as rent.

3 Education was important to Lewis from a young age. He could not go to most of the schools in his hometown because he was black. So he went to segregated schools for black children only. Later, he went to college.

4 In the early 1960s, Martin Luther King Jr. inspired Lewis to join the struggle for civil rights. Like King, Lewis believed in the idea of nonviolence. He became a leader for peaceful change. He took part in sit-ins, marches, and other nonviolent protests. Lewis sat in with other students at lunch counters for white people only. He wanted these restaurants to accommodate people of all races. He rode on segregated buses with other students. These Freedom Riders believed that everyone should be able to choose any available seat on buses. He walked in peaceful marches for voting rights. Many people joined in these protests.

8. Look at the title of this passage and skim the first two paragraphs. What questions do you have? Write two questions that can help you understand the passage.


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5 Sometimes mobs of angry people attacked and beat civil rights protesters. Lewis was arrested more than forty times. He spent time in jail for his protests.

6 Finally, laws began to change the country. Public schools and libraries had to be opened to all people. Segregation ended in public restaurants, on buses, and in many other places. The Voting Rights Act of 1965 helped to make sure all adults could vote.

7 Lewis ran voter registration drives in the South. He helped add millions of new voters. In 1986, he ran for the U.S. House of Representatives—and won. Since then, Lewis has won many times.

8 Asacongressman,JohnLewiscontinueshisfightforequalrights today. He dreams of a better world. “Don’t measure America by its achievement but by its potential,” he once said.

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9. Which sentence states the main idea of “John Lewis”?

A John Lewis has been fighting for equal rights for more than 50 years.

B Education was important to John Lewis from a young age.

C Martin Luther King Jr. inspired Lewis to join the struggle for civil rights.

D In 1986, he ran for the United States House of Representatives.


Part A Which sentence states the main idea of paragraph 4?

A Like King, Lewis believed in the idea of nonviolence.

B He wanted these restaurants to accommodate people of all races.

C These Freedom Riders believed that everyone should be able to choose any available seat on buses.

D Many people joined in these protests.

Part B Which detail from the passage supports the main idea in Part A?

A Lewis went to college.

B Lewis joined sit-ins at segregated restaurants.

C Lewis was arrested more than 40 times.

D Lewis spent time in jail for protesting and marching.


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11. Which evidence from the passage supports the inference that John Lewis carried on the struggle for civil rights long after segregation was outlawed?

A Lewis sat in with other students at lunch counters for white people only.

B Segregation ended in public restaurants, on buses, and in many other places.

C The Voting Rights Act of 1965 helped to make sure all adults could vote.

D As a congressman, John Lewis continues his fight for equal rights today.

12. In paragraph 4 of “John Lewis,” what is the meaning of the word accommodate?

A hire

B greet

C join

D serve

13. How can you tell that this passage is a biography?

A It includes names of real places.

B It describes sit-ins and peaceful marches.

C It tells about John Lewis’s life.

D It gives dates for when events happened.

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14. Think about the two passages you have read. What is one way that Woody Guthrie and John Lewis were alike?

A Both worked for fairness and justice.

B Both believed that songs could change the world.

C Both were influenced by Martin Luther King Jr.

D Both worked hard to end segregation.

15. In what way are Woody Guthrie’s songs like John Lewis’s sit-ins?

A Both still cause changes today.

B Both are peaceful ways of protesting.

C Both have been forgotten today.

D Both cause people to end up in jail.

16. Based on these two passages, how were Woody Guthrie and John Lewis different?

A John Lewis cared about education, but Woody Guthrie did not.

B John Lewis worked for voting rights, while Woody Guthrie worked to end segregation.

C Woody Guthrie mainly wanted to help workers, while John Lewis focused on equal rights for blacks.

D Woody Guthrie was concerned with poor people, but John Lewis was not.


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Writing Prompt

Woody Guthrie had eight children. John Lewis has one son. Write a narrative story about the life of John Lewis or Woody Guthrie, or about one event in either man’s life. Tell the story from the point of view of his son or daughter. Use information from the passage in your writing.



STOP!


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Informational Text • Personal Narrative

Read the passage. Then answer questions 1–7.

Whale Rescue1 I was walking along Seagull Beach with my mother on

Saturday afternoon. We each carried a bucket for collecting shells and colorful stones and whatever else we might find, such as sand dollars. The white sand sparkled under a bright sun and cloudless sky as we picked up our first shells.

2 As we moved around a bend in the shore, I saw a crowd just ahead. Then I noticed two giant mounds on the sand. “It looks like some whales have gotten stranded,” my mother said.

3 “I’d really like to help,” I told her.

4 Mom and I raced toward the people who were aiding the beached whales. They poured buckets of water over the creatures to keep them wet and cool. A whale cannot live for long outside of water.

5 Right away, we joined the crew. We filled our own buckets with water. We were careful not to get water into the blowholes at the back of the whales’ heads. Whales breathe through those holes. For a couple of hours, I never stopped working. We formed a line of people walking down to the water, filling our buckets, and walking back to the whales.

Name ________________________________________ Date ___________


Unit 2 Assessment • Personal Narrative (continued)

6 A little while later, some lifeguards arrived with large burlap bags. They soaked the bags and used them to cover the whales’ skin. This fabric helped to keep the whales cool. The burlap also protected the whales from sunburn.

7 Finally, the tide started coming in. The lifeguards gave out shovels. We started digging trenches near the whales. As the tide moved in, our ditches filled with water. This water also helped to keep the whales wet.

8 I asked a lifeguard how the whales got beached. He explained that they were probably following their food, a school of small fish. They must have come in too close to shore and gotten stuck as the tide moved out.

9 We all kept working to help the whales stay wet and cool. Ocean water was starting to rise around the whales. Before long, our crew began to push the whales seaward. Soon, one slipped back into the ocean. Moments later, the second whale followed the first.

10 I cheered at the top of my lungs as the whales swam out to sea.

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1. What happens first in “Whale Rescue”?

A The narrator sees two beached whales on the shore.

B The narrator helps save the beached whales.

C The narrator notices a crowd near the water.

D The narrator collects shells on the beach.


Part A What happens just after the tide starts coming in?

A The rescuers begin to dig in the sand.

B Lifeguards bring some burlap bags.

C The rescuers start pushing the whales.

D People begin to pour water on the whales.

Part B Which sentence from the passage supports the answer to Part A?

A We formed a line of people walking down to the water, filling our buckets, and walking back to the whales.

B A little while later, some lifeguards arrived with large burlap bags.

C We started digging trenches near the whales.

D I asked a lifeguard how the whales got beached.



3. Which sentence from the passage supports the idea that the incoming tide helps the beached whales?

A We were careful not to get water into the blowholes at the back of the whales’ heads.

B The lifeguards gave out shovels so we could dig trenches near the whales.

C Ocean water was starting to rise around the whales.

D Before long, our crew began to push the whales seaward.

4. Which sentence from the passage supports the inference that getting stranded on a beach is extremely dangerous for whales?

A They poured buckets of water over the creatures to keep them wet and cool.

B A whale cannot live long outside of water.

C We were careful not to get water into the blowholes at the back of the whales’ heads.

D The burlap also protected the whales from sunburn.

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5. What is the meaning of the word trenches in paragraph 7?

A fabrics

B ditches

C shovels

D mounds

6. How can you tell that this passage is a personal narrative?

A The writer shares her feelings about the whales.

B The events take place on a beach.

C The passage includes dialogue in quotation marks.

D The writer uses beach-related words, such as shells and shore.

7. What are the two most important events that the writer describes in this passage? Use details from the passage to support your answer.




Tightrope Walker1 My family and I visited New York City over school vacation.

We saved our trip to the Empire State Building for our third and last day. The Empire State Building is New York City’s second-highest skyscraper.

2 We planned to go up to the observation deck on the 102nd floor.Dadsaysthatyoucanlookoutacrossthecityfromthatdeck. But sometimes plans don’t work out.

3 We took a subway to a stop near the giant skyscraper. As we approached the building, we saw several police cars on the street. Crowds stood on the sidewalk, looking up. What did everybodyfindsointriguing?

4 “It’s a tightrope walker,” Dad exclaimed.

5 I gasped at the sight of a man standing on a wire rope far up in the air. A wire stretched from the Empire State Building to another skyscraper down the street. The tightrope walker was just beginning to move along the wire. Can he make it without falling? I wondered.

6 He took four steps, and then four more. He looked like an ordinary person strolling along a sidewalk. After the man’s eighth step, the wind picked up, and the rope swayed. The man paused for a moment before he continued his walk. The crowd cheered.

7 Themanmovedquickly,crossinghalfwayinaboutfiveminutes. Unfortunately, the wind speeded up again, and the wire cable swayed. When the man stopped, we all chanted, “You can do it!”

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8 Sure enough, the man moved on, increasing his speed. Now he was only a short distance from the second skyscraper. But the wind whipped up a third time. As the wire swung from side to side, the man nearly lost his balance. He stooped down for a long moment before moving on.

9 Near the end, the tightrope walker seemed to jog across the wire. Everybody clapped and whooped as the man reached the second skyscraper and waved to the crowd below. What an amazing feat, I thought.

10 Our own plans did not work out as expected. We never went to the observation deck. Even so, our adventure had turned out much better than I could have imagined.

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8. What happens first in “Tightrope Walker”?

A The narrator and his family visit the observation deck.

B The narrator and his family ask the police what is going on.

C The narrator and his family see people looking up toward the sky.

D The narrator and his family watch the tightrope walker start to move.


Part A What happens last in “Tightrope Walker”?

A The narrator goes up to the observation deck.

B The people on the street cheer for the tightrope walker.

C The narrator decides to become a tightrope walker.

D The people on the street call out, “You can do it!”


A We planned to go up to the observation deck on the 102nd floor.

B We took a subway to a stop near the giant skyscraper.

C I gasped at the sight of a man standing on a wire rope far up in the air.

D Everybody clapped and whooped as the man reached the second skyscraper and waved to the crowd below.

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10. Which sentence from “Tightrope Walker” supports the inference that the wind is a serious danger?

A The man paused for a moment before he continued his walk.

B When the man stopped, we all chanted, “You can do it!”

C But the wind whipped up a third time.

D As the wire swung from side to side, the man nearly lost his balance.

11. In “Tightrope Walker,” what is the meaning of the word feat in paragraph 9?

A something a person has done

B a very tall building in a city

C parts of the body attached to the legs

D a rope or wire hung between two buildings

12. How can you tell that “Tightrope Walker” is a personal narrative?

A It includes several characters and dialogue.

B Events are told in order as they happen.

C The writer gives some facts about New York City.

D It covers an important event in the narrator’s life.

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13. What are the two most important parts of the story that the writer tells in “Tightrope Walker”? Describe the two things readers should note.

14. Think about the two passages you have read. How do the narrators of both passages feel in the end?

A relieved and pleased

B surprised and upset

C afraid and worried

D angry and alarmed

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15. In what way are the events in the two passages similar?

A Both have surprise endings.

B Both situations involve danger.

C Both include people with amazing skills.

D Both have a group that helps solve a problem.

16. In what way are the two passages different?

A In “Whale Rescue,” the writer is at home. In “Tightrope Walker,” the writer is visiting another place.

B In “Whale Rescue,” the writer worries more about her own family than the whales. In “Tightrope Walker,” the writer worries more about the tightrope walker.

C In “Whale Rescue,” the writer takes part in the main action. In “Tightrope Walker,” the writer just watches.

D In “Whale Rescue,” the events took place long ago. In “Tightrope Walker,” the events happened very recently.

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STOP!

Grade 4 • Benchmark Literacy Unit Assessments • ©2014 Benchmark Education Company, LLC


Writing Prompt

Which of these two passages do you think is the most exciting—”Whale Rescue” or “Tightrope Walker”? Write an essay giving at least two reasons for your opinion. Support each reason with information from one or both of the passages.


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Literary Text • Historical Fiction


The Shirtmakers’ Strike1 Nellie Newman sat down at the kitchen table with her father.

The 15-year-old had some important news on this November night in 1909. “I just took a pledge to go on strike,” she told him. “Tomorrow morning, I plan to walk off the job and join the picket line.”

2 Nellie had been working for two years, ever since her mother got sick. At the age of 13, Nellie had dropped out of school. She took over her mother’s job at the shirt factory. Her pay was still low, only five dollars a week, for 65 hours of work.

3 “If you go on strike, you could lose that job for good,” her father said, shaking his head.

4 Nellie understood her father’s concern. She realized that her income helped to feed her family and keep her younger brother and sister in school.

5 “I know it’ll be hard while I’m on strike,” she said. “But if we win, I’ll make more money in the long run. I’ll have shorter hours, too.”

6 Nellie’s father scowled and shook his head again, but he didn’t forbid her to join the strike.

Name ________________________________________ Date ___________


Unit 3 Assessment • Historical Fiction (continued)

7 The next morning Nellie met her coworkers outside the factory building in lower Manhattan. Factory workers crowded the city sidewalks, waving posters and chanting. By noon, thousands of workers had joined the strike. Some strikers handed out leaflets to passersby. New York City police officers lined up nearby.

8 A shout went up from the picket line near the factory entrance. Some workers Nellie had never seen before entered the building. The owners were trying to break their strike by hiring new workers.

9 The strikers called to the new hires to join the picket line. Most of them hurried into the factory. A few turned away and joined the picketers.

10 Suddenly, Nellie heard yelling up the line. Police officers had just arrested some picketers. She recognized Clara Lemlich, the hero of last night’s rally. Clara had spoken in favor of a strike. Her bold words had ignited the crowd to take action.

11 Now police officers were dragging Clara and other strikers into a police van. A few officers hit workers with clubs. Nellie saw a 10-year-old girl thrown into the van with Clara. What will I do if

the officers come my way?

12 “You won’t stop us!” Nellie started shouting.

13 Soon other workers picked up her call and chanted, “You won’t stop us!”

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1. How does Nellie’s father feel about her going on strike?

A proud and determined

B upset and worried

C angry and demanding

D pleased and understanding


Part A Why do Nellie and the other workers go on strike?

A They want better pay and shorter work days.

B They want more schooling and better training.

C They hope for safer factories and better lighting.

D They hope for paid sick days and longer weekends.


A Nellie had been working for two years, ever since her mother got sick.

B At the age of 13, Nellie had dropped out of school.

C “I know it’ll be hard while I’m on strike,” she said.

D “But if we win, I’ll make more money in the long run. I’ll have shorter hours, too.”



3. Which sentence from the passage supports the inference that Nellie’s family depends on her?

A At the age of 13, Nellie had dropped out of school.

B “If you go on strike, you could lose that job for good,” her father said, shaking his head.

C Her income helped to feed her family and keep her younger brother and sister in school.

D Nellie’s father scowled and shook his head again, but he didn’t forbid her to join the strike.

4. Which sentence from the passage supports the inference that Nellie could be in danger during the strike?

A A shout went up from the picket line near the factory entrance.

B The owners were trying to break their strike by hiring new workers.

C Suddenly, Nellie heard yelling up the line.

D A few officers hit workers with clubs.

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5. In “The Shirtmakers’ Strike,” what is the meaning of the word rally in paragraph 10?

A a dinner held to honor someone

B a school for training workers

C a meeting of people for a cause

D a job in a mill or factory

6. How can you tell that “The Shirtmakers’ Strike” is historical fiction?

A The events take place in New York City in 1909.

B The main character’s thoughts and words are included.

C The story is about a 15-year-old girl named Nellie.

D The passage includes information about factory workers.

7. Describe the scene outside the factory on the first morning of the strike. Use at least two details from the passage that help you visualize the scene.




The Golden Rule Sails for Peace1 James Peck had never been arrested before that day, May 1,

1958. He’d never spent a minute in jail. But now he was waiting in a jail cell in Honolulu, Hawaii, with four friends.

2 James and his friends belonged to a peace organization. Their group wanted the United States to stop the testing of nuclear bombs. They decided to protest. So the five men had sailed a boat, the Golden Rule, toward a bomb-testing area in the Pacific Ocean. They had all been arrested by the United States Coast Guard.

3 “The judge will see you now,” an officer said.

4 James and his four friends entered the courtroom and stood before the judge. “I am going to release you today,” the judge said, “but you must stay away from the test area in the future.”

5 “Thank you, sir,” the men responded.

6 Yet each man had the same thought: Soon we will sail again—for peace.

7 On June 4, James boarded the Golden Rule, a 30-foot sailboat, in the Honolulu harbor. He was proud to be a part of the small crew. Joining this protest was his way of trying to stop the bomb race.

8 It was a clear day, and a fresh wind filled the sails of the Golden Rule. The boat skimmed through rolling waves toward the nuclear test zone. Everyone was silent, thinking about the mission and wondering what would happen next.

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9 James climbed up the main mast to check for other ships. At first, he could see nothing but royal-blue sea in every direction. Suddenly, three vessels appeared in the distance, and James shouted, “Coast Guard approaching.”

10 In short order, three giant Coast Guard ships moved alongside the Golden Rule. An officer with a bullhorn shouted, “Stop your ship now.”

11 The Golden Rule slowed down, and a Coast guard officer boarded. “I’m sorry to say that we have to accompany you back to port again,” he told the crew.

12 The captain of the Golden Rule answered, “We fear nuclear testing much more than we fear jail. We only hope our actions inspire others to speak out for peace.”

13 The crew shouted in unison, “Speak out for peace!”

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8. Why are James Peck and his friends arrested the first time?

A They spoke out against the U.S. government.

B They tried to sail into a bomb-testing area.

C They joined an illegal military organization.

D They acted against a judge’s orders.


Part A Why do James Peck and his friends go against the judge’s orders after they are released?

A They want to continue to fight the Coast Guard.

B They plan to continue to protest the bomb race.

C They want to force the judge to change his mind.

D They plan to inspect the test area for themselves.


A So the five men had sailed a boat, the Golden Rule, toward a bomb-testing area in the Pacific Ocean.

B They had all been arrested by the United States Coast Guard.

C Joining this protest was his way of trying to stop the bomb race.

D The boat skimmed through rolling waves toward the nuclear test zone.

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10. Which evidence from “The Golden Rule Sails for Peace” supports the idea that James Peck and his friends know they will end up in jail again?

A “I am going to release you today,” the judge said.”

B “I’m sorry to say that we have to accompany you back to port again,” he told the crew.

C The captain of the Golden Rule answered, “We fear nuclear testing much more than we fear jail.”

D “We only hope our actions inspire others to speak out for peace.”

11. In “The Golden Rule Sails for Peace,” what is the meaning of the word mission in paragraph 8?

A task or operation

B protest against a government

C weather in a certain area

D idea that people support

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12. How can you tell that “The Golden Rule Sails for Peace” is historical fiction?

A It tells about a turning point in James Peck’s life.

B It provides a description of a 30-foot sailboat.

C It includes James Peck’s thoughts as well as actions.

D It connects readers to the peace protests of the 1950s.

13. Describe the scene during James Peck’s trip aboard the Golden Rule when the boat is stopped by the Coast Guard. Use at least two details from the passage that helped you visualize the scene.

14. Think about the two passages you have read. In what way are Nellie Newman and James Peck similar?

A Both characters know they will probably go to jail.

B Both characters think the U.S. government is wrong.

C Both characters go against the wishes of a judge.

D Both characters stand up for what they believe.

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15. In what way are the events of the two passages similar?

A Both have judges who give the main character a warning.

B Both include a group that is taking part in a protest.

C Both have workers who are treated unfairly.

D Both include parents who are against the characters’ actions.

16. In what way are the events of the two passages different?

A In “The Shirtmakers’ Strike,” Nellie Newman joins a picket line to gain better pay. In “The Golden Rule Sails for Peace,” James Peck joins a ship’s crew to protest bomb testing.

B In “The Shirtmakers’ Strike,” the story setting is a make-believe time and place. In “The Golden Rule Sails for Peace,” the story setting is completely real.

C In “The Shirtmakers’ Strike,” Nellie Newman keeps a distance from the strikers in order to please her father. In “The Golden Rule Sails for Peace,” James Peck takes direct action despite a judge’s orders.

D In “The Shirtmakers’ Strike,” the story events occurred in real life. In “The Golden Rule Sails for Peace,” the story events could not have occurred in real life.

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STOP!



Writing Prompt

Which of the two main characters do you respect, or agree with, more—Nellie Newman in “The Shirtmakers’ Strike” or James Peck in “The Golden Rule Sails for Peace”? Write an essay giving at least two reasons for your opinion. Support each reason with information from one or both of the passages.


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Literary Text • Realistic Fiction


Canoeing to Gull Island1 Tim Turner sat on the bench at the front and put on his life

jacket. His father settled in the back before passing Tim an oar. Thin clouds filled the sky. A gentle breeze rippled across Crystal Lake.

2 Tim knelt down in front of the bench as they set off for Gull Island. The island was about a half-hour away by canoe. Tim’s family often canoed to Gull Island in August to collect blueberries. Tim and his father fell into an easy rhythm.

3 But soon the wind picked up and the sun disappeared behind thickening clouds. Waves splashed into the canoe. “Do you think we should turn back?” Tim asked. “It looks like it’s going to rain any minute now.”

4 “I wouldn’t worry, son,” his father said. “The weather forecast said no rain, just a mix of clouds and sunshine.”

5 “They sure got the clouds part right,” Tim said.

6 Within a few minutes, Tim and his father were pulling the canoe onto a small beach at Gull Island. Tim looked across the lake. The lake and the sky were both inky black.


Unit 4 Assessment • Realistic Fiction (continued)

7 They grabbed their buckets and hurried to the blueberry patch. The bushes were always packed with berries in August. Before long, their buckets were full of plump, sweet blueberries. Tim took a small handful and ate them. “Good?” his father asked.

8 “The best blueberries in New Hampshire, as always,” Tim said.

9 “I only wish we could stay and eat them with our lunch,” Tim’s father said. “But I think you’re right about the rain. We’d better get going fast and eat later.”

10 They raced for the beach, put on their life jackets, pushed the canoe into the water, and scrambled in. Then they started paddling like two racers. The canoe zipped across the wavy lake. Usually the trip took 30 minutes, but today they were back in half that time. “I think we set a new world record,” Tim’s father gasped as he caught his breath.

11 They loaded up the car with the canoe and the berries. The minute Tim’s father turned on the engine, heavy rain began to pelt the car. “Do you know the best thing to do when it’s raining?” Tim’s father asked.

12 Tim knew the answer to his father’s little joke. “Let it rain!” Tim shouted.

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1. Which event from “Canoeing to Gull Island” should be included in a summary of the passage?

A Thin clouds filled the sky, and a gentle breeze blew across the lake at the start of the canoe trip.

B Tim ate a handful of berries from the berry patch on Gull Island.

C Tim and his father paddled to Gull Island to pick blueberries.

D Tim and his father broke a canoeing record during their trip back from the island.


Part A Which statement best summarizes the problem in “Canoeing to Gull Island”?

A Tim gets tired during the long canoe trip to Gull Island.

B Tim worries about a storm during their trip to Gull Island.

C Tim gets hungry on Gull Island, but they don’t have time to eat.

D Tim fears that the canoe will tip over, and he doesn’t like to swim.

Part B Which sentence from the story supports the answer to Part A?

A The island was about a half-hour away by canoe.

B “It looks like it’s going to rain any minute now.”

C “They sure got the clouds part right,” Tim said.

D “We’d better get going fast and eat later.”

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3. Which sentence supports the inference that Tim had some experience at canoeing?

A Tim’s family often canoed to Gull Island in August to collect blueberries.

B Within a few minutes, Tim and his father were pulling the canoe onto a small beach at Gull Island.

C They raced for the beach, put on their life jackets, pushed the canoe into the water, and scrambled in.

D “I think we set a new world record,” Tim’s father gasped as he caught his breath.

4. Which sentence supports the idea that Tim’s father was surprised by the rain?

A Thin clouds filled the sky.

B But soon, the wind picked up and the sun disappeared behind thickening clouds.

C It looks like it’s going to rain any minute now.

D The weather forecast said no rain, just a mix of clouds and sunshine.


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5. In “Canoeing to Gull Island,” what is the meaning of the word pelt in paragraph 11?

A damage

B wash away

C sink

D beat down on

6. What kind of passage is this?

A personal narrative

B biography

C realistic fiction

D informational article

7. Reread the title of the passage and the first three paragraphs. What are Tim and his father doing? Write two or three sentences to retell in your own words what happens in the story opening. Include at least two important pieces of information.




Annie’s Hike1 Annie Dobbs moved along the trail up Pine Ridge Mountain.

She was a careful, steady hiker, though not especially fast. Annie’s friends from Backpack Camp were at least 25 yards ahead of her with Ms. Simms. Annie and Ms. Lynn, the other leader from camp, were bringing up the rear.

2 A little while later, Annie heard her best friend, Gina Poole, talking and laughing with some other girls and began to feel left out. She pushed herself to walk faster and catch up.

3 “Don’t worry, Annie,” Ms. Lynn said, as if she’d read Annie’s mind.“Ipredictyou’llbeoneofthefirsthikerstoreachthetopof Pine Ridge.”

4 Ms. Lynn’s comforting words made Annie felt better. She decided to slow down and hike at her own pace.

5 Annie started paying more attention to the beautiful mountain trail. She noticed expanses of yellow, white, and purplewildflowersinsunnyspotsoffthepath.Asnakeslitheredalong the edge of the trail and disappeared under a fallen log. A gray squirrel slipped into a hole in an old oak as a hawk swooped toward the tree. Annie felt as if she had entered a secret world. It wasn’t so bad to be at the back of the line, after all.

6 Before long, Annie realized that the other hikers had stopped their chattering and laughing. Maybe they were observing the plants and animals along the trial, too. Annie passed Laura Dean, who had been far ahead of her all morning. “I’m exhausted,” Laura told Ms. Lynn. “So I’ll hike with you and Annie for a while.”

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7 But Annie wasn’t tired at all. She left Laura Dean in the rear with Ms. Lynn. Soon she saw Gina and the other hikers, only a short distance ahead of her now. They were creeping along the path.

8 A few minutes later, Annie passed Gina and the other hikers and joined Ms. Simms for the last leg of the trail. Annie and Ms. Simms reached their destination, the lookout on Pine Ridge, with no one else in sight.

9 Annie sat down and looked out across the horizon. She could see the Scott River winding slowly but steadily through Oak Dale toward her hometown. “Slow and steady,” Annie thought. “That’s the way to go.”

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8. Which event from “Annie’s Hike” should be included in a summary of the story?

A Annie pushes herself to walk faster.

B Annie leaves Laura Dean at the rear of the line.

C Annie reaches Pine Ridge before any of her friends.

D Annie can see Oak Dale and her hometown from Pine Ridge.


Part A Which sentence best summarizes the main problem in “Annie’s Hike”?

A Annie walks slowly and is frightened by the animals she sees on the trail.

B Annie is not a good hiker and soon feels too tired to continue.

C Annie starts at the rear of the line of hikers and feels like her friends have left her behind.

D Annie does not like Ms. Lynn and does not want to hike with her.


A A little while later, Annie heard her best friend, Gina Poole, talking and laughing with some other girls and began to feel left out.

B Annie pushed herself to walk faster and catch up.

C Ms. Lynn’s comforting words made Annie felt better.

D Annie started paying more attention to the beautiful mountain trail.

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10. Which sentence supports the idea that Annie’s friends are not as physically fit as she is?

A Annie’s friends from Backpack Camp were at least 25 yards ahead of her with Ms. Simms.

B “I predict you’ll be one of the first hikers to reach the top of Pine Ridge. ”

C Maybe they were observing the plants and animals along the trail, too.

D A few minutes later, Annie passed Gina and the other hikers.

11. In “Annie’s Hike,” what is the meaning of the word expanses in paragraph 5?

A large areas

B dark shades

C nice gardens

D dirt trails

12. How can you tell that this passage is realistic fiction?

A The events take place long ago during a real time period.

B The characters act like people you might know.

C The setting is a world of make-believe.

D It gives useful facts about hiking.

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13. Reread the title of the passage and the first two paragraphs. What is Annie doing? Write two or three sentences to retell what happens in the story opening. Include at least two important pieces of information.

14. Think about the two passages you have read. In what way are the settings of “Canoeing to Gull Island” and “Annie’s Hike” similar?

A Both take place in a foreign land over a school vacation.

B Both take place in a mountainous area in cold weather.

C Both characters go against the wishes of a judge.

D Both take place in the same month many years ago.

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15. How are the main characters’ situations alike in these two passages?

A Both Annie and Tim become upset with their friends.

B Both Annie and Tim face physical challenges.

C Both Annie and Tim disagree with the adult in charge.

D Both Annie and Tim doubt their own abilities.

16. In what way are the endings of “Canoeing to Gull Island” and “Annie’s Hike” similar?

A In both endings, the characters succeed in overcoming their problems.

B In both endings, the characters realize how adults have saved them.

C In both endings, the characters stop to enjoy the beauty of nature.

D In both endings, the characters now face a new problem.

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Writing Prompt

In these passages, both Annie Dobbs and Tim Turner start out on their adventures with an adult. Annie hikes with Ms. Lynn, and Tim canoes with his father. Choose the adult in one of the stories and write a narrative to retell the story from that adult’s point of view.

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Literary Text • Trickster Tale


Zomo Gets His Work Done:

A Tale from Nigeria1 If there was one thing Zomo the Rabbit hated, it was work!

Today he was supposed to flatten all the grasses in a big field. But Zomo was a very lazy rabbit. So he went to Hippo, who lived by the river. “Hippo,” he said, “I’d like to challenge you to a tug-of-war.”

2 Hippo could hardly keep from laughing. “You, little Zomo, want to challenge me to a tug-of-war? Why, that’s absurd.”

3 “Oh, don’t be so sure,” Zomo said. He handed one end of a very long rope to Hippo. He said, “Now, Hippo, I’m going all the way across that field and into the woods on the other side. Hold still for a few minutes and then you’ll feel me tug. When you do, tug as hard as you can. In fact, as you tug, feel free to pack down this field if you need to.”

4 Then Zomo crossed the field, entered the woods, and found Elephant. He said, “Elephant, I’d like to challenge you to a tug-of-war.”

5 Elephant could hardly keep from laughing. “You, little Zomo, want to challenge me to a tug-of-war? Why, that’s ridiculous.”

Name ________________________________________ Date ___________


Unit 5 Assessment • Trickster Tale (continued)

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6 “Oh, don’t be so sure,” Zomo said. He handed the other end of the very long rope to Elephant. He said, “Now, Elephant, I’m going all the way across that field to the river’s edge. Hold still for a few minutes until you feel me tug. When you do, tug as hard as you can. In fact, as you tug, feel free to pack down this field if you need to.”

7 When Zomo was out of sight of both animals, he gave the rope a little tug. Then Hippo and Elephant tugged like crazy. They went up and down the sides of the field, tugging and tugging. As they did so, they flattened out all the grasses with their feet and the big rope. But Elephant was really strong, and Hippo was getting very tired. He knew he could not tug much longer.

8 Finally, the field looked flat enough to Zomo, so he yelled to Hippo, “I give up.” Relieved, Hippo dropped the rope. He felt good that he had won at last. Right after Hippo dropped the rope, Elephant gave up, too. He also felt good that he had won at last.

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1. What does the word absurd mean as it used in paragraph 2?

A challenging

B laughable

C questionable

D interesting

2. How can you tell that “Zomo Gets His Work Done” is a trickster tale?

A Zomo wants to take a nap.

B Zomo has a problem with other characters.

C Zomo is a slow, lazy rabbit.

D Zomo fools two other characters.


Part A How are Elephant and Hippo different?

A Hippo is not as strong as Elephant.

B Elephant remembers Zomo’s real name.

C Hippo laughs at Zomo, but Elephant doesn’t.

D Hippo thinks Zomo is too little, but Elephant doesn’t.

Part B Which sentence from “Zomo Gets His Work Done” best supports the answer to Part A?

A If there was one thing Zomo the Rabbit hated, it was work!

B They went up and down the sides of the field, tugging and tugging.

C But Elephant was really strong, and Hippo was getting very tired.

D When Zomo was out of sight of both animals, he gave the rope a little tug.



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4. Which detail from the passage supports the idea that Zomo believes his trick will work?

A “I’d like to challenge you to a tug-of-war.”

B “Oh, don’t be so sure.”

C “Hold still for a few minutes until you feel me tug.”

D When you do, tug as hard as you can.

5. Which detail shows that Zomo succeeds in solving his problem?

A Today he was supposed to flatten out all the grasses in a big field.

B Then Zomo crossed the field, entered the woods, and found Elephant.

C They went up and down the sides of the field, tugging and tugging.

D As they did so, they flattened out all the grasses with their feet and with the big rope.

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6. At the end of the story, how are Hippo and Elephant alike?

A Both are angry at Zomo.

B Both like flattening the field.

C Both think they won the tug-of-war.

D Both are tired from so much tugging.

7. What is the main problem in “Zomo Gets His Work Done,” and how is this problem solved? Write your answer on the lines.



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Rabbit Plays Tug-of-War:

A Native American Tale1 Rabbit took a big, long drink at the sunny bend of the river.

The cool water made him feel sleepy, so he wanted to snooze for a little while. But two snakes lived there, one on each side of the bend. Neither snake would ever let Rabbit take a nap there.

2 One day Rabbit decided to get back at these mean snakes. He went up to the Snake of the Upper Bend and boasted to her that he was far, far stronger than he appeared. He said, “I bet I can pull you right out of the river.” The Snake of the Upper Bend was amazed by this claim. But she only said, “Go ahead, Rabbit. Let’s see your stuff.” So Rabbit handed her one end of a very long vine.

3 When the Snake of the Upper Bend couldn’t see him, he went to the Snake of the Lower Bend. He told her the same thing and handed her the other end of the vine. To both snakes, he explained, “I’ll stand out of sight. When I make a big loud whoop, that means it’s time to pull with all your might.” When he whooped, the snakes pulled. They pulled and pulled. And then they pulled again.

4 As both snakes pulled, they had the same thought, “That Rabbit is much stronger than I realized.” Each was nearly dragged out of the river by the other more than once. Still, neither was willing to let go. Until, that is, they heard the sound of Rabbit laughing. Then both of them let go at once.

5 Astheydidso,theywereflungheadfirsttowardthecenterofthe river. There, they nearly collided with each other. When they met, they decided that Rabbit had to be punished. As a result, Rabbit not only couldn’t nap at the river. Now, he couldn’t drink there either.

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8. What does the word collided mean as it used in paragraph 5?

A crashed

B passed

C swam

D splashed


Part A How are the Snakes of the Upper Bend and Lower Bend alike?

A They both watch over the same spot in the river.

B They both follow Rabbit’s directions.

C They both know that Rabbit will trick them.

D They both allow Rabbit to nap at the river.

Part B Which sentence from “Rabbit Plays Tug-of-War” best supports the answer to Part A?

A But two snakes lived there, one on each side of the bend.

B When he whooped, the snakes pulled.

C Then both of them let go at once.

D When they met, they decided that Rabbit had to be punished.

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10. How do you know that Rabbit is a trickster?

A He starts a pulling game.

B He wants to take a nap.

C He makes some friends.

D He plays a funny joke.

11. Which detail in “Rabbit Plays Tug-of-War” tells you that the snakes are pulling against each other?

A Neither snake would ever let Rabbit take a nap there.

B Each was nearly dragged out of the river by the other more than once.

C As they did so, they were flung headfirst toward the center of the river.

D When they met, they decided that Rabbit had to be punished.

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12. At the end of “Rabbit Plays Tug-of-War,” how are the Snakes of the Upper Bend and Lower Bend alike?

A Both have sore heads from a crash.

B Both are still hanging onto the vine.

C Both are angry at Rabbit for his trick.

D Both decide Rabbit can’t nap at the river.

13. How does “Rabbit Plays Tug-of-War” end? What events lead up to and help cause the ending? Write your answer on the lines.

14. Think about the two passages you have read. What is similar about the main character in both passages?

A They both play tricks.

B They both get work done.

C Both use other animals to help them.

D Both get back at their enemies.

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15. What is similar about the trick in both stories?

A In both stories, both animals tugging the rope think they won the tug-of-war.

B In both stories, the animals tugging the rope never discover that a trick was played on them.

C In both stories, the characters do not know they are involved in a tug-of-war against a rabbit.

D In both stories, the characters do not know at first that they are being tricked.

16. How are the endings of these two stories different?

A In one story, the rabbit solves his own problem; in the other story, the rabbit solves a problem for someone else.

B In one story, the rabbit makes friends by playing a trick; in the other story, the rabbit makes enemies.

C In one story, the rabbit gets what he wants; in the other story, the rabbit is punished.

D In one story, the rabbit tricks other animals; in the other story, the other animals trick the rabbit.

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Writing Prompt

Choose one of the passages you have read, “Zomo Gets His Work Done” or “Rabbit Plays Tug-of-War.” Write a report for your teacher that explains what happens in the story and how the trickster fools the other characters. Use details from the passage to support your ideas.

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Literary Text • Pourquoi Tale


Why Chipmunks Have Black Stripes1 Long, long ago, the animals had chiefs, just as people did.

When Porcupine was chief, he summoned the animals of the forest to come to a meeting. It was time for them all to make an important decision.

2 That night, the animals built a great fire and sat down to listen to Porcupine’s announcement. “Tonight we must settle a great question, my friends,” he told them. “We must decide whether to have night all the time or day all the time.”

3 The animals all started talking at the same time. The night animals demanded only night. The day animals wanted only day. Other animals argued for both night and day. There was much noise and great confusion. The animals could not make a decision. They continued to talk all at once until at last most of them grew drowsy and quiet.

4 Among the night animals, only Bear kept shouting in his deep, loud voice, “Night, night, only night!”

5 Among all the other animals, Chipmunk alone continued his call, “Give us night, and then give us light.”

6 The contest between the huge bear and the little chipmunk went on for many long hours. In time, Bear’s loud voice grew weaker and weaker, and he felt sleepier and sleepier. Bear told himself that a short nap would not make any difference at all. Soon he dozed off.

Name ________________________________________ Date ___________


Unit 6 Assessment • Pourquoi Tale (continued)

7 Chipmunk, however, never gave up or stopped for a rest. “Give us night, and then give us light,” he repeated over and over.

8 While Bear snoozed, the sun rose in the sky. The early rays of light awakened Bear. As soon as he sat up and rubbed his eyes, Bear knew that he had lost the contest. The animals who wanted day and night had won.

9 Bear was so furious that he swiped his paw and grazed Chipmunk. Chipmunk only laughed and dashed into a hole at the bottom of a nearby tree. To this day, Chipmunk has black stripes where Bear’s paw raked his back as he slipped away.

10 Ever since that contest between Bear and Chipmunk, there has been night and day—because Chipmunk never gave up.

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1. In the meeting of the animals, why can’t they make a decision?

A Some animals make so much noise that the others can’t hear the discussion.

B The bigger animals refuse to listen to anything the smaller animals say.

C Some animals want only day, and some want only night.

D The day animals want to go to sleep, but the night animals are wide awake.


Part A According to the passage, what causes Chipmunk’s black stripes?

A Chipmunk would not stop for a nap.

B The animals sit too close to the fire.

C Chipmunk slips into a hole at the bottom of a tree.

D Bear rakes Chipmunk’s back with his paw.


A The animals built a great fire and sat down to listen to Porcupine’s announcement.”

B Chipmunk, however, never gave up or stopped for a rest.

C Bear was so furious that he swiped his paw and grazed Chipmunk.

D Chipmunk only laughed and dashed into a hole at the bottom of a nearby tree.



3. Which sentence from the passage supports the inference that the forest animals are not really listening to each other’s arguments?

A The animals could not make a decision.

B They continued to talk all at once until at last most of them grew drowsy and quiet.

C Among the night animals, only Bear kept shouting in his deep, loud voice, “Night, night, only night!”

D The contest between the huge bear and the little chipmunk went on for many long hours.

4. Which sentence from the passage supports the idea that Bear is lazy at heart?

A Among the night animals, only Bear kept shouting in his deep, loud voice, “Night, night, only night!”

B Bear told himself that a short nap would not make any difference at all.

C As soon as he sat up and rubbed his eyes, Bear knew that he had lost the contest.

D Bear was so furious that he swiped his paw and grazed Chipmunk.

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5. What is the meaning of the word drowsy in paragraph 3?

A sleepy

B noisy

C angry

D confused

6. How can you tell that this passage is a pourquoi tale?

A Chipmunk’s actions cause night and day.

B Porcupine is chief of all the forest animals.

C The story takes place in a real-life forest.

D Bear is bigger than Chipmunk, but Chipmunk is smarter.

7. Think about the characters in this story. Do you think you are more like Bear or more like Chipmunk? Use details from the story to explain.




Why Rabbits Have Short Tails1 Many moons ago, Rabbit had long ears and a long tail. He

felt proud of his handsome ears, but Rabbit’s greatest pride was his bushy tail.

2 Now, Rabbit loved winter best of all. When the warm days of summer ended, Rabbit longed for snow. One early winter day, Rabbit ran through the forest shouting, “Snow, snow, snow!”

3 The other animals of the forest laughed at Rabbit, for they knew he could not bring snow. Even so, Rabbit continued to run, hop, jump, and sing at the top of his voice, “Snow, snow, snow!”

4 Much to the surprise of the other forest animals, snow began to fall. Rabbit’s heart filled with delight, and he continued hopping through the woods and singing for snow. The higher Rabbit hopped and the louder he sang, the thicker the snow fell. Before long, the forest was filling up with snow.

5 The other animals grew alarmed and told Rabbit to stop his singing. “You will bring on more snow than you want,” they warned.

6 But Rabbit did not heed their warning, and the snow kept falling deeper and deeper. The path where Rabbit was running got higher and higher.

7 Soon the snow reached the very tip-tip-top of the trees. By then, Rabbit was getting too exhausted to hop or to sing. He finally admitted that the other animals were right. “My singing has brought on too much snow, after all.”

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8 As the sun set, Rabbit looked for a place to rest on top of the snow. He saw some willow branches poking out of the snow near his path, and he settled down among the branches.

9 Just as Rabbit fell asleep, it began to rain. The rain came down fast and hard through the night, melting the snow. By the time Rabbit awoke, every flake of snow had vanished.

10 Poor Rabbit was now stuck in the top branches of the willow tree, and his stomach started growling. Rabbit ate some buds from the tree and gnawed some bark. What a terrible meal!

11 Below the tree, Rabbit saw delicious green grass and fresh moss. He had to get out of this tree. Rabbit shut his eyes, counted one, two, three, and jumped. Sadly, Rabbit’s beautiful tail caught on a branch of the willow tree, and that’s where it stayed.

12 Ever since that day, rabbits have had short tails. And every spring, willow trees grow spiky flowers known as catkins, which look a lot like Rabbit’s tail.

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8. In “Why Rabbits Have Short Tails,” why do the forest animals tell Rabbit to stop singing?

A They cannot stand Rabbit’s loud voice.

B They want to go to sleep after the sun sets.

C They know that Rabbit cannot make it snow.

D They worry that the snow will get too deep.


Part A In “Why Rabbits Have Short Tails,” what is one effect of Rabbit getting caught in a tree?

A Moss and grass grow under the tree.

B Rabbit’s tail gets stuck in a branch.

C The forest animals laugh at Rabbit.

D Snow reaches the top of the trees.


A The other animals of the forest laughed at Rabbit for they knew he could not bring snow.

B Soon, the snow reached the very tip-tip-top of the trees.

C Below the tree, Rabbit saw delicious green grass and fresh moss.

D Sadly, Rabbit’s beautiful tail caught on a branch of the willow tree, and that’s where it stayed.

10. Which sentence from the passage supports the inference that Rabbit jumps from the tree because he is hungry?

A By the time Rabbit awoke, every flake of snow had vanished.

B Rabbit ate some buds from the tree and gnawed some bark.

C Below the tree, Rabbit saw delicious green grass and fresh moss.

D Sadly, Rabbit’s beautiful tail caught on a branch of the willow tree, and that’s where it stayed.

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11. In “Why Rabbits Have Short Tails,” what is the meaning of the word heed in paragraph 6?

A pay attention to

B understand

C get angry at

D ignore

12. How can you tell that this passage is a pourquoi tale?

A Rabbit’s thoughtless actions cause a huge snowfall.

B Rabbit is the clown of all the forest animals.

C Rabbit’s actions explain why willow trees have catkins.

D Rabbit learns his lesson after his fall from the tree.

13. What lesson does this story teach, and how might that lesson help you in your life? Write two or three sentences to explain.

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14. Think about the two stories you have read. In what way are Rabbit and Bear alike?

A Both Rabbit and Bear cause the other animals to laugh at their actions.

B Both Rabbit and Bear have a weakness that causes each one a big problem.

C Both Rabbit and Bear finally get what they had hoped for in life.

D Both Rabbit and Bear blame other animals for their problems.

15. In what way are Chipmunk’s actions different from Rabbit’s actions?

A Chipmunk is determined to get what is best for him, but Rabbit is careless about the effects of his wish.

B Chipmunk is unkind to Bear, but Rabbit is kind to the other animals.

C Chipmunk is foolish to keep trying so hard, but Rabbit is wise to give up his dream.

D Chipmunk works hard for something that is silly, but Rabbit works hard for something worthwhile.

16. In what way are the endings of the two tales similar?

A Both tales end with the animals learning a lesson.

B Both tales end with a change in daytime and nighttime.

C Both tales end with the animals pleased with themselves.

D Both tales end with an animal’s looks changing.

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Writing Prompt

Choose one of the stories, “Why Chipmunks Have Black Stripes” or “Why Rabbits Have Short Tails.” Write an informational news article for a school newspaper to report the events in the story as if they really happened. Use details from the story in your news article.

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Literary Text • Fairy Tale


The Princess and the Crow1 Far, far away and just as long ago, three sisters dwelt in a

fine palace. Though they were all lovely, the youngest princess was also the kindest.

2 Nearby, there was an old castle. It had fallen into ruin, but it still had a magnificent rose garden where the youngest princess liked to wander.

3 One morning, while the princess strolled through the rose garden, a crow fell at her feet. The princess took pity and gently lifted the crow onto her shawl.

4 The crow began to speak: “Kind princess, I am not a crow by birth but a prince under a spell. You can save me by coming to my castle. If you prove to be as brave as you are kind, my spell will disappear.”

5 The princess agreed to help the crow. As she entered the ruined castle, her heart sank. It was dark and gloomy, with crumbling walls and rotting furniture. The crow led her to a chamber. “Be brave,” he said before flying off.

6 As night fell, the castle filled with shrieks, and three creatures thundered into her chamber. As they circled her bed through the night, the princess pretended to sleep. At daybreak, the creatures screeched, “We will be back!”

Name ________________________________________ Date ___________


Unit 7 Assessment • Fairy Tale (continued)

7 Moments later, the crow flew into her chamber. His feathers seemed brighter and his voice full of hope. “You have been brave, but your hardship is not yet over. Keep up your courage.”

8 On the second night, the creatures reappeared. Through her ordeal, the princess thought of the crow and pretended to sleep. At daybreak, the creatures howled, “We will be back!”

9 The crow returned even more hopeful and said: “Your suffering and mine will be over soon, if you stay brave.”

10 The crow departed, but soon visitors arrived—the two sisters who had been searching for the princess. When they saw her pale, thin face, they grew alarmed and cried, “You must leave with us now.”

11 “I have promised to stay and help,” the princess answered, persuading her sisters that she could endure one more night.

12 As the sun set on the third night, the creatures’ cries grew louder. Once again, the princess thought of the crow and pretended to sleep. At daybreak, the creatures vanished into the air.

13 The princess heard a knock at the door. She expected to see the crow. Instead, a handsome young man entered her chamber. “I am the prince whom you have delivered from a terrible spell,” he said. “How can I ever repay you?”

14 At that moment, the castle filled with golden light and its beauty was restored. The prince and princess soon married and lived together for many joyous years.

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1. In “The Princess and the Crow,” why do the older sisters visit the youngest princess in the castle?

A They feel jealous of the youngest princess.

B They hope to live with the youngest princess.

C They are worried about the youngest princess.

D They want to meet the handsome prince.


Part A What conclusion can be drawn about the youngest princess?

A She does not think about others.

B She is determined to save the prince.

C She takes too many risks.

D She makes important decisions carefully.


A “If you prove to be as brave as you are kind, my spell will disappear.”

B The crow departed, but soon visitors arrived—the two sisters who had been searching for the princess.

C “I have promised to stay and help,” the princess answered, persuading her sisters that she could endure one more night.

D As the sun set on the third night, the creatures’ cries grew louder.



3. Which sentence from the passage supports the inference that the crow had been through great pain?

A One morning, while the princess strolled through the rose garden, a crow fell at her feet.

B It was dark and gloomy with crumbling walls and rotting furniture.

C Through her ordeal, the princess thought of the crow and pretended to sleep.

D The crow returned even more hopeful and said: “Your suffering and mine will be over soon, if you stay brave.”

4. Which sentence supports the inference that the prince feels grateful to the princess for freeing him from the spell?

A “If you prove to be as brave as you are kind, my spell will disappear.”

B “Keep up your courage.”

C “I am the prince whom you have delivered from a terrible spell.”

D “How can I ever repay you?”

5. What is the meaning of the word ordeal in paragraph 8?

A difficult test

B awful dream

C sleepless night

D new discovery

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6. How can you tell that “The Princess and the Crow” is a fairy tale?

A A crow in the story is actually a prince under a spell.

B The youngest princess is the kindest sister in her family.

C Some surprising events begin in a rose garden.

D A castle has fallen into ruin for unknown reasons.

7. What can you infer about the creatures that come to the castle at night? Make two inferences about the creatures, and support each inference with at least one detail from the passage.




The Gemstone of Karkar1 Once upon a time in a faraway land lived a young man named

Jul. For some years, Jul worked by his father’s side weaving baskets. As he worked, he dreamed of someday leaving his small village to see the world. Then he began hearing stories of the great city of Karkar and a powerful emperor who had a truly beautiful daughter. He decided that the time had come to leave homeandfindhisdestiny.

2 “WhatfuturecanapoorboyhopetofindinKarkar?”hisfather asked.

3 “I will entreat the Emperor to let me marry his daughter.”

4 “The Emperor may take off your head for such audacity,” his father said.

5 But Jul was determined to go. He set out for Karkar the very next morning. Three days later, he arrived at the palace gate, where a line of petitioners were waiting to see the Emperor. After many hours, Jul reached the front of the line. “What is yourbusinesswiththeEmperor?”theGrandOfficerinquired.

6 “I have come to ask the Emperor to let me marry his daughter,” Jul answered.

7 “Youmustbemad!”theGrandOfficersaid,laughing,beforehe sent Jul on his way.

8 But Jul returned the next day. Again, he waited many hours, andagaintheGrandOfficersenthimonhisway.

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9 On the third day, just as Jul reached the front of the line, the Emperor arrived and overheard Jul’s request. The Emperor happenedtobeinafinemood,sohelaughedloudly.“Longago, a huge red jewel of the greatest value was lost in the TigrisRiver,”hesaid.“Ifyoufindthatgem,youmayhavemydaughter’s hand in marriage.”

10 Jul set off for the river with a large vessel. From sunrise to sunset,hefilledhiscontainerwithriverwaterandpouredthewater on the land. He dipped and poured, dipped and poured, over and over and over.

11 After many days of Jul’s dipping and pouring, the river was becomingmoreandmoreshallow.ThefishoftheTigrisRivergrew alarmed. What if this madman drained their river? “What is the point of this determined man’s efforts?” the King of the Fish asked.

12 “Hehopestofindthegreatredgemstoneburiedinthechanneloftheriver,”thefishanswered.

13 “Then we must give it to him,” the King of the Fish replied.

14 SothefishdugupthegemandpusheditintoJul’svessel.That day, Jul returned to the palace and placed the great stone at the Emperor’s feet.

15 The Emperor had never expected to see Jul again, but he wasamanofhisword.“Amanofsuchstrongwillisafittinghusband for a princess,” he said.

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8. In “The Gemstone of Karkar,” why do the fish give Jul the gemstone?

A They think Jul is a great man.

B They fear that Jul will empty all the river water.

C They believe that the Emperor will reward them.

D They want to help Jul marry the princess.


Part A At the beginning of “The Gemstone of Karkar,” what is the father’s view of Jul’s plan to go to Karkar?

A He admires his son’s ambition to become successful.

B He thinks Jul is being foolish and will be punished.

C He is pleased that his son wants to see the world.

D He feels sad that he will no longer have his son’s help.


A As he worked, he dreamed of someday leaving his small village to see the world.

B Then he began hearing stories of the great city of Karkar and a powerful emperor who had a truly beautiful daughter.

C “What future can a poor boy hope to find in Karkar?” his father asked.

D “The Emperor may take off your head for such audacity,” his father said.

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10. Which sentence from the passage supports the idea that the Emperor believed Jul would be a good match for his daughter?

A The Emperor happened to be in a fine mood, so he laughed loudly.

B “If you find that gem, you may have my daughter’s hand in marriage.”

C The Emperor had never expected to see Jul again, but he was a man of his word.

D “A man of such strong will is a fitting husband for a princess,” he said.

11. In “The Gemstone of Karkar,” what is the meaning of the word destiny in paragraph 1?

A fortune

B love

C career

D history

12. How can you tell that “The Gemstone of Karkar” is a fairy tale?

A The story takes place in the ancient city of Karkar.

B Jul is determined to reach his goal in life.

C Some fish help Jul to find a great gemstone.

D The Grand Officer thinks Jul is mad.

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13. What can you infer about the Emperor? Make two inferences about the Emperor and support each inference with at least one detail from the passage.

14. Think about the two passages you have read. In what way is the princess in “The Princess and the Crow” similar to Jul in “The Gemstone of Karkar?”

A Both characters refuse to give up.

B Both show kindness to all creatures.

C Both plan to gain great wealth.

D Both characters face evil creatures.

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15. In what way are “The Princess and the Crow” and “The Gemstone of Karkar” different?

A In “The Princess and the Crow,” the setting is a distant time and place; “The Gemstone of Karkar” takes place in the present time.

B In “The Princess and the Crow,” an animal speaks; in “The Gemstone of Karkar,” only people can talk.

C In “The Princess and the Crow,” the main character helps others; in “The Gemstone of Karkar,” everything the main character does is for himself.

D In “The Princess and the Crow,” the characters are all ordinary people; in “The Gemstone of Karkar,” all of the characters are members of royalty.

16. In what way are the lessons in “The Princess and the Crow” and “The Gemstone of Karkar” similar?

A Both stories show the importance of kindness.

B Both stories show the value of willpower.

C Both stories show that good wins over evil.

D Both stories show that riches do not bring happiness.

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Writing Prompt

Think about the main character in each story, “The Princess and the Crow” and “The Gemstone of Karkar.” Choose one of these characters and write a narrative to retell the fairy tale from the character’s point of view. Be sure to include the important story events in your narrative.


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Literary Text • Tall Tale


Pecos Bill Finds a New Gang1 Now Pecos Bill was a Texas man, but he eventually got tired

of the place and decided to go to New Mexico to find a new gang of men to have adventures with. A trapper had told him about a bunch of outlaws in New Mexico who liked to chew nails for breakfast. “That’s my kind of guy!” Pecos Bill said in an admiring tone. Then he set out to find them.

2 Pecos Bill hadn’t gone far when his horse went lame, so he took the saddle off the horse, put it on his back, and started walking—it was only a few hundred miles. At first, his journey was quiet. Then one day he was daydreaming as he strolled along, and a giant rattlesnake rose up before him. It started hissing and nipping. Bill let the rattlesnake play a little before he picked her up and squeezed all the enthusiasm out of her. Then he wrapped her around his neck like a scarf.

3 The next day Pecos Bill was daydreaming again when a mountain lion decided to jump him. It screeched and snarled at Bill, who thought that was amusing. He let the mountain lion have a little fun. Then he hoisted that critter off the ground and started stretching him out to horse size. The screeching and snarling got so loud that nobody from Texas to California could hear themselves think. When Bill finally put the mountain lion down, it was crying like a baby. Bill put his saddle on that mountain lion and rode him the rest of the way to New Mexico.

Name ________________________________________ Date ___________


Unit 8 Assessment • Tall Tale (continued)

4 Even with big Bill on his back, that mountain lion ran like a wildfire was chasing him. Sometimes he ran so fast that Pecos Bill had to slow him down. He would take the rattlesnake off his neck and let it hiss and nip at the mountain lion a little. That slowed him right down every time.

5 After a few days’ ride, Pecos Bill reached New Mexico and the gang he wanted to join. Sure enough, they were tough men with big muscles and ornery looks. But that didn’t stop Bill. He rode right in on his mountain lion with his rattlesnake around his neck and asked, “Who’s boss around here?”

6 At first no one spoke. Then a giant man stood up and said, “I reckon you are now.”

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1. What does the word eventually mean in paragraph 1?

A after a while

B in a boring way

C for a good reason

D in a short time

2. How can you tell that “Pecos Bill Finds a New Gang” is a tall tale?

A Pecos Bill is a Texas man.

B Pecos Bill decides to go to New Mexico.

C Pecos Bill daydreams a lot as he walks.

D Pecos Bill stretches out a mountain lion.




Part A What is the author’s main purpose in this passage?

A to entertain readers

B to give readers information

C to persuade readers to learn more about Pecos Bill

D to explain how rattlesnakes and mountain lions behave

Part B Which detail from the passage supports the answer to Part A?

A Pecos Bill decided to “find a new gang of men to have adventures with.”

B Pecos Bill heard about some men in New Mexico who chewed nails for breakfast and said, “That’s my kind of guy!”

C Pecos Bill “took the saddle off the horse, put it on his back, and started walking.”

D Pecos Bill had a quiet journey until “one day he was daydreaming as he strolled along, and a giant rattlesnake rose up before him.”

4. Why does the author include the part about the rattlesnake in the passage?

A to show the terrible dangers Pecos Bill faced

B to describe the animals that are found in Texas

C to show how brave and strong Pecos Bill was

D to explain how rattlesnakes got their rattles

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5. Which detail shows that Pecos Bill is not afraid of the mountain lion?

A Pecos Bill was jumped by the mountain lion.

B The mountain lion screeched and snarled.

C Pecos Bill thought the lion’s roar was funny.

D The mountain lion cried like a baby.

6. Which detail supports the idea that the men in the gang are afraid of Pecos Bill?

A They were tough men with big muscles.

B They had ornery looks.

C They did not answer his question.

D They accepted him as their boss.

7. Write a summary of what happens in “Pecos Bill Finds a New Gang.” Include at least two important events from the passage.




Pecos Bill Rides a Tornado1 Now Pecos Bill could ride anything he wanted, including a

nasty, fast-as-lightning, mean-as-a-snake mountain lion. No bucking bronco or wild horse had ever thrown him off its back. So one day he decided to ride the nastiest, most dangerous thing he could think of, and that was a tornado.

2 Of course, Pecos Bill wouldn’t ride just any twister. He waited for one with a funnel that was the color of coal and the size of Kansas. When he spotted it, he was in New Mexico, but it was roaring so loud that people could hear it across the Rocky Mountains and into California. It turned the sky black across six states and made ordinary people shake like a leaf.

3 But the tornado made Bill smile. He threw out his lasso, wrestled that tornado to the ground, and jumped on its back. He rode that tornado all the way to Colorado even though it whipped and whirled and tried to toss him up above the clouds. Bill was as calm as could be the whole trip. From time to time, he gave the tornado a little jab with his boot spurs, just to agi-tate it a little more.

4 Now the tornado wasn’t calm at all. In fact, it got angrier and angrier at having Pecos Bill on its back. That tornado ripped downforestsandflattenedoutmountains;infact,itcreatedthedry,flatplacesyouseeinColoradotoday.WhenBilljabbedthe tornado with his boot spurs, it tied rivers into knots. That’s how we got those white-water rapids you see here and there. But no matter what the tornado did, none of it bothered Bill a bit.

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5 Finally, when the tornado reached northern Colorado, it gave up and rained itself out. The rain was so powerful it carved out the Grand Canyon. Then the tornado moved west and south again.PecosBillwassoboredbythistimethathefinallywentto sleep and soon fell off. When he landed, he blasted a huge hole in the ground out West, and that hole became Death Val-ley.

6 People always remembered and talked about Pecos Bill and his tornado ride. That’s why we have rodeos today. People all across the West want to ride just a little bit like Pecos Bill rode that tornado.

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8. In “Pecos Bill Rides a Tornado,” what is the meaning of the word agitate in paragraph 3?

A shake up; anger

B keep under control

C ride fast; hurry

D cause injury to


Part A What is the author’s main purpose in this passage?

A to give readers information

B to make readers laugh

C to describe scenery in the West

D to compare Pecos Bill with other heroes

Part B Which detail from “Pecos Bill Rides a Tornado” best supports the answer to Part A?

A No bucking bronco or wild horse had ever thrown him off its back.

B He threw out his lasso, wrestled that tornado to the ground, and jumped on its back.

C Bill was as calm as could be the whole trip.

D That tornado ripped down forests and flattened out mountains. . . .

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10. How can you tell that “Pecos Bill Rides a Tornado” is a tall tale?

A Bill sees a huge tornado.

B He smiles during a storm.

C The tornado is really loud.

D Bill has superhuman skills.

11. Which detail from the passage supports the idea that even riding a tornado isn’t enough of a challenge for Pecos Bill?

A He waited for one with a funnel that was the color of coal and the size of Kansas.

B From time to time, he gave the tornado a little jab with his boot spurs, just to agitate it a little more.

C That tornado ripped down forests and flattened out mountains; in fact, it created the dry, flat places you see in Colorado today.

D Finally, when the tornado reached northern Colorado, it gave up and rained itself out.

12. Why does the author include the Grand Canyon and Death Valley in this story?

A to give an explanation of how they were created

B to convince readers that the events really happened

C to persuade readers to visit places in the United States

D to show that these places are really beautiful

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13. Write a summary of what happens in “Pecos Bill Rides a Tornado.” Include at least two important events from the passage.

14. Think about the two stories you have read. What does Pecos Bill do in both stories?

A He finds a new gang.

B He meets some friends.

C He takes an impossible ride.

D He tames wild animals.

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15. How are the two stories alike?

A Both describe Pecos Bill doing things that cannot really happen.

B In both stories Pecos Bill has to outwit the weather.

C Both describe Pecos Bill learning and applying new skills.

D In both stories Pecos Bill is remembered and admired.

16. How are the main events of the two stories different?

A In the first story, Bill makes new friends; in the second story, Bill finds a wife.

B In the first story, Bill trains animals to get what he wants; in the second story, he trains a tornado.

C In the first story, Bill just has adventures; the second story explains how he created certain landforms.

D In the first story, Bill can ride anything without harm or danger; in the second story, Bill finds out that he can’t ride everything.

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Writing Prompt

In your opinion, which is a better story, “Pecos Bill Finds a New Gang” or “Pecos Bill Rides a Tornado”? Write a review for a school newspaper telling which one is the better story, and why. Use details from both stories to support your argument.


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Informational Text • Persuasive Letter


Homework-Free Weekends1 Dear Principal Lopez,

2 Homework on weekends is unjust, unfair, and un-American!

3 Most people on this planet work five days each week. In the United States, grown-ups go to their jobs from Monday through Friday. Then they get weekends off to forget about work, to have fun, and to enjoy their families and friends.

4 For kids, school is our work, and learning is our job. However, our work does not end on the weekend because we have homework every single day. Doing homework on weekends is like having a seven-day job. It’s time to give kids homework-free weekends.

5 Please don’t get the idea that I’m against all homework, because I’m not. Homework is good for your mind, just like spinach is good for your body. Maybe I don’t always like homework, but I always do it.

6 I know that homework helps me with those all-important three Ps: Practice, Plan, and Prepare. For example, Mr. Trent just assigned thirty long-division problems. Those practice problems were not much fun, but now I’m much better at long division. Then he asked us to start planning our science project today. So I outlined my experiment and listed all the materials that I’ll need. Now I’m all ready to set up my project.

Name ________________________________________ Date ___________


Unit 9 Assessment • Persuasive Letter (continued)

7 The problem isn’t homework; it’s homework on weekends. The dictionary defines a weekend as a “rest period from work.” Homework is work that kids do at home. So when we have tons of homework on the weekends, we are not getting our “rest period from work,” like everybody else in the world.

8 The dictionary also says that a weekend is a time for “recreation, visiting, and relaxation.” All kids love sports, hiking, picnics, and swimming. There are so many kinds of recreation for us to test out, but not enough time because of homework. All kids love to visit malls, parks, friends, and family. There are so many possibilities to sample, but not enough time because of homework. Finally, all kids love hanging out, watching TV, playing games, listening to music, or reading a book. There are so many ways to relax, but not enough time because of homework.

9 Homework hangs over our heads like a gigantic hot-air balloon. We can never ignore homework or forget about it. It’s always there, getting in the way of our fun.

10 For all of these reasons, I respectfully request homework-free weekends.

11 Sincerely,

12 Rosa Lee

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1. Which sentence from “Homework-Free Weekends” states a fact?

A Homework on weekends is unjust, unfair, and un-American!

B Doing homework on weekends is like having a seven-day job.

C Mr. Trent just assigned thirty long-division problems.

D All kids love to visit malls, parks, friends, and family.


Part A Which sentence from “Homework-Free Weekends” is an opinion?

A Homework is good for your mind, just like spinach is good for your body.

B Then he asked us to start planning our science project today.

C So I outlined my experiment and listed all the materials that I’ll need.

D The dictionary defines a weekend as a “rest period from work.”

Part B Which sentence from the passage supports the opinion in Part A?

A Please don’t get the idea that I’m against all homework, because I’m not.

B Those practice problems were not much fun, but now I’m much better at long division.

C Homework is work that kids do at home.

D We can never ignore homework or forget about it.



3. Which sentence supports the inference that Rosa Lee is a good student?

A Our work does not end on the weekend, because we have homework every single day.

B Please don’t get the idea that I’m against all homework because I’m not.

C Maybe I don’t always like homework, but I always do it.

D The problem isn’t homework; it’s homework on weekends.

4. Which sentence supports the inference that homework sometimes spoils the weekend for Rosa?

A Homework is work that kids do at home.

B All kids love sports, hiking, picnics, and swimming.

C Finally, all kids love hanging out, watching TV, playing games, listening to music, or reading a book.

D It’s always there, getting in the way of our fun.

5. In “Homework-Free Weekends,” what is the meaning of the word recreation in paragraph 8?

A completion of tasks or assignments

B requirements for staying healthy

C traveling to faraway places

D refreshment by exercise or amusement

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6. How can you tell that “Homework-Free Weekends” is a persuasive letter?

A The writer uses humor to express ideas about the value of homework.

B The writer uses strong language to present her view of homework on weekends.

C The writer uses a dictionary definition to define the word weekend.

D The writer uses respectful vocabulary to address Principal Lopez.

7. Describe two things Rosa mentions in her letter that have happened to you or that you agree with. Tell how they apply to you or your school.




Teacher Pets1 Dear Ms. Leach,

2 Today you announced that we are about to begin our study of the animal kingdom in science. Your announcement made me think about my pet iguana, named Marcy. As you know, iguanas are reptiles. Having an iguana as a pet has taught me about that animal group. I would like to share my experiences, my knowledge, and my iguana with my classmates. But I can’t because we are not allowed to bring animals into school.

3 I understand why students are not allowed to bring their pets to school on a daily basis. It would be distracting to have a dog or a cat in the classroom most days. Everybody would try to hold the critter or pat it. Nobody would pay attention to our teacher. What if every student brought a cat, dog, or bunny to school? Hayes Elementary would turn into a zoo.

4 Even though pets are not usually allowed in school, Principal Winn does let students bring in animals for a science fair project. Last year, Dave Jeffers showed his insect collection. Sue Dell displayed her parrot for her exhibit on “Animals That Speak.” Those animals contributed to the success of their presentations. Both Dave and Sue won ribbons at the fair.

5 Before we study an animal group, students could share their pets from that group. The main groups in the animal kingdom are insects, birds, reptiles, amphibians, and mammals. Theclasscouldlookatitspetsandtrytofigureoutthecharacteristics of the animal group. Students who bring in a pet could also make a poster about the animal.

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6 Kids learn in many different ways. Some students are great with reading books and learning the facts. Others kids learn better by listening to a teacher’s explanation. Still other kids favor real-life experiences. Studying live animals would be an interesting, hands-on way of learning.

7 I look forward to visiting the zoo at the end of the year. That’s when we’ll see the big mammals, like elephants and rhinos. That’s when we’ll come (almost) face-to-face with giant reptiles, like crocodiles and komodo dragons. Our zoo trip would be even moreinterestingifwe’dalreadylearnedhowourownpetsfitinto each animal group.

8 Bringing pets to school would be a great way to make our science classes come to life. I hope that you will consider my suggestion.

9 Yours truly,

10 Ben Bergman

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8. Which sentence from “Teacher Pets” states a fact?

A Everybody would try to hold the critter or pat it.

B The main groups in the animal kingdom are insects, birds, reptiles, amphibians, and mammals.

C Studying live animals would be an interesting, hands-on way of learning.

D Our zoo trip would be even more interesting if we’d already learned how our own pets fit into each animal group.


Part A Which sentence from “Teacher Pets” is an opinion?

A I would like to share my experiences, my knowledge, and my iguana with my classmates.

B It would be distracting to have a dog or a cat in the classroom most days.

C Principal Winn does let students bring in animals for a science fair project.

D Sue Dell displayed her parrot for her exhibit on “Animals That Speak.”

Part B Which sentence from the passage supports the opinion in Part A?

A Everybody would try to hold the critter or pat it.

B Last year, Dave Jeffers showed his insect collection.

C Both Dave and Sue won ribbons at the fair.

D Kids learn in many different ways.

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10. Which sentence supports the inference that Ben Bergman has learned from hands-on experience?

A Having an iguana as a pet has taught me about that animal group.

B Students who bring in a pet could also make a poster about the animal.

C Still other kids favor real-life experiences.

D I look forward to visiting the zoo at the end of the year.

11. In “Teacher Pets,” what is the meaning of the word contributed in paragraph 4?

A entertained

B delighted

C added

D showed

12. How can you tell that “Teacher Pets” is a persuasive letter?

A Ben Bergman tells some jokes about animals running wild in the classroom.

B Ben Bergman offers suggestions for interesting school trips.

C Ben Bergman uses his personal experience to open his letter.

D Ben Bergman suggests ways to use pets in the classroom.

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13. Name two animals you would like to see “face-to-face” that you have never seen before. Tell why you want to see those animals and whether or not you would want to see them in school.

14. Think about the two passages you have read. In what way is the audience for “Homework-Free Weekends” different from the audience for “Teacher Pets”?

A In “Homework-Free Weekends,” the audience is the entire school; in “Teacher Pets,” the audience is a school principal.

B In “Homework-Free Weekends,” the audience is all the parents and teachers; in “Teacher Pets,” the audience is a homeroom teacher.

C In “Homework-Free Weekends,” the audience is the fourth-grade class; in “Teacher Pets,” the audience is the entire school.

D In “Homework-Free Weekends,” the audience is the school principal; in “Teacher Pets,” the audience is a science teacher.

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15. In what way are the arguments in the two letters similar?

A Both letters argue in favor of more time for different kinds of learning.

B Both letters argue against teaching that involves mainly books and the study of facts.

C Both letters argue in favor of a change in school rules.

D Both letters argue against homework that is only about practice, practice, practice.

16. In what way are the actions suggested in the two letters different?

A In “Homework-Free Weekends,” the action suggested would mean less work for students; in “Teacher Pets,” the action suggested would mean more work for students.

B In “Homework-Free Weekends,” the action suggested would help the town; in “Teacher Pets,” the action suggested would help animals.

C In “Homework-Free Weekends,” the action suggested would mean more work from Monday through Friday; in “Teacher Pets,” the action suggested would mean less work from Monday through Friday.

D In “Homework-Free Weekends,” the action suggested would affect only one student; in “Teacher Pets,” the action suggested would affect the whole school.



STOP!

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Writing Prompt

Choose one of these two letters—”Homework-Free Weekends” or “Teacher Pets”—and write an informative report based on the letter. Explain the rule the writer wants to change and the main points of the writer’s argument. Use details from the letter you choose to support your answer.

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Literary Text • Fable

1. Look at the title of this passage and read the first paragraph. What questions do you have? Write two questions that can help you understand the passage.

Now read the rest of the passage and answer questions 2–7.

The Quarreling Quails1 Long ago, a huge flock of quails settled in a forest. The quails

often quarreled bitterly about food and nesting grounds. In time, they chose a leader to resolve their disputes.

2 One morning, a villager from a nearby town entered the forest. The leader of the quails was just calling the quails together. The villager watched as the quails gathered in their meeting place.

3 The villager prized quails for their eggs and their meat. Seeing so many quails together, he made a plan. The next day, the villager returned to the spot where the leader held a daily meeting. He listened as the leader called the quails, and he practiced her call that night.

4 The villager listened day after day until he could copy the leader’s call. Then he returned to the quails’ meeting place with a net. He called to the quails, imitating their leader perfectly. Soon a large group of quails crowded into the area.

Name ________________________________________ Date ___________


Unit 10 Assessment • Fable (continued)

5 The villager threw his net over the quails and hurried to the town market with his catch. The townspeople quickly bought up every quail.

6 The following morning, the villager returned to the quails’ meeting place. The leader of the quails was just approaching, and she saw the villager reproducing her call and then throwing his net.

7 As soon as the villager left, the leader called the rest of the quails together and offered a plan. “When the villager throws his net over you, you must work together. Each one of you should push your head through one of the small holes in the net, and then you should all fly together to the thorn bush. The net will catch in the thorns, and you will be able to fly away.”

8 The next morning the villager returned. When the quails gathered, he threw his net. This time, the quails poked their heads through the holes and flew off, leaving the net in a thorn bush.

9 “For now, the quails are united,” the villager told his wife, “but I won’t have trouble catching them when they quarrel again.”

10 A few days later, the villager went back to the forest and heard some quails arguing over a nesting place. More and more quails joined their loud, angry quarrel. The villager took this opportunity to throw his net.

11 The quails forgot the lesson of their leader. Instead of working together, they fought over which quails should push their heads through the holes first.

12 “If you begin, we will follow you,” one group promised.

13 “You want us to go first so the villager will hit us and leave you alone,” the other group responded.

14 The quails continued arguing as the villager gathered them up and set off for the market.

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2. In “The Quarreling Quails,” what evidence supports the judgment that the leader of the quails is wise?

A The leader uses a special call to gather the quails together.

B The leader tells the quails to start working together.

C The leader sees the villager copying her call.

D The leader listens to the quails arguing.


Part A Which is an accurate judgment about the villager in this passage?

A The villager is clever.

B The villager is greedy.

C The villager is cruel.

D The villager is kind.

Part B Which sentence from the passage supports the answer in Part A?

A The villager watched as the quails gathered in their meeting place.

B The villager prized quails for their eggs and their meat.

C The villager listened as the leader called the quails, and he practiced her call that night.

D The villager threw his net over the quails and hurried to the town market with his catch.



4. Which sentence from the passage supports the inference that the quails’ arguing makes them weaker?

A In time, they chose a leader to resolve their disputes.

B The villager watched as the quails gathered in their meeting place.

C More and more quails joined their loud, angry quarrel.

D Instead of working together, they fought over which quails should poke their heads through the holes first.

5. Which sentence from the passage supports the inference that the villager understands the quails’ weakness?

A He called to the quails, imitating their leader perfectly.

B Soon a large group of quail crowded into the area.

C This time, the quails poked their heads through the holes and flew off, leaving the net in a thorn bush.

D “I won’t have trouble catching them when they quarrel again.”

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6. What is the meaning of the word resolve in paragraph 1?

A settle

B hear

C record

D allow

7. How can you tell that “The Quarreling Quails” is a fable?

A A leader offers her followers good advice.

B Talking quails have trouble because of their arguing.

C The passage takes place in an unnamed forest.

D A villager takes advantage of some harmless quails.



8. Look at the title of this passage and read the first paragraph. What questions do you have? Write two questions that can help you understand the passage.

Now read the rest of the passage and answer questions 9–16.

The Young Man and the Nightingale1 A young man was building a brick wall and pathway for his

master’s garden. He labored from dawn to dusk each day, rain or shine. His only relief was the songbirds.

2 One morning as the young man carted heavy bricks into the garden, he heard a marvelous song. He had never heard such beautiful music in the garden before. He followed the singing to some trees near the edge of the garden. There he saw a plain, brown bird with a reddish tail and a light chest. It was a nightingale, a bird celebrated for its lovely voice.

3 Listening to the nightingale’s song, the young man noticed that his load seemed much lighter. The day passed more quickly than any day the young man could remember.

4 That evening, the young man returned to his small cottage nearby. He ate a simple dinner before retiring. As he lay down on his straw mattress, the young man heard the nightingale again and fell asleep to its lullaby.

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5 The next morning, the young man decided to capture the nightingale and keep it for himself. He laid a trap with tiny insects known to delight the small bird. Before long, the nightingale was caught in the young man’s snare. He put the bird in a cage and took it home that night.

6 “Sing a song to me before my dinner,” the young man ordered.

7 “A nightingale cannot sing its beautiful songs in a cage,” the bird answered.

8 The young man begged and then shouted at the bird, to no avail. “Then I will eat you on toast,” he said, “for I have heard that a nightingale on toast makes a tasty treat.”

9 “Do not eat me,” the nightingale begged. “If you set me free, I promise to tell you three things worth far more to you than my tiny body.”

10 So the young man freed the nightingale, whereupon the bird flewtoatreetop,faroutofhisreach.

11 “You promised to tell me three things of great value to me,” the young man shouted angrily.

12 “And I will keep my word,” the nightingale said lightly. “First, never believe the word of a prisoner. Second, keep whatever you already have in your hand. Third, do not be sad about what you have already lost forever.”

13 Thenthenightingaleflewfarawayfromtheyoungmanandhisgarden. From that day, the young man always remembered the lessons of the nightingale. To his surprise, those lessons proved to be of great value after all.

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9. Which evidence from “The Young Man and the Nightingale” supports the judgment that the nightingale is clever?

A The nightingale refuses to sing to the young man while in a cage.

B The nightingale begs the young man not to eat such a small creature.

C The nightingale promises three things of value if the young man sets it free.

D The nightingale keeps its word to the young man, even though it doesn’t have to.


Part A Which is an accurate judgment about the young man in this passage?

A The young man is kind.

B The young man is lazy.

C The young man is selfish.

D The young man is wise.


A Listening to the nightingale’s song, the young man noticed that his load seemed much lighter.

B The next morning the young man decided to capture the nightingale and keep it for himself.

C The young man begged and then shouted at the bird, to no avail.

D So the young man freed the nightingale.

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11. Which sentence from the passage supports the idea that the young man’s life is hard?

A He labored from dawn to dusk each day, rain or shine.

B He had never heard such beautiful music in the garden before.

C The day passed more quickly than any day the young man could remember.

D That evening, the young man returned to his small cottage nearby.

12. In “The Young Man and the Nightingale,” what is the meaning of the word retiring in paragraph 4?

A falling asleep

B quitting work

C eating a meal

D going to bed

13. How can you tell that “The Young Man and the Nightingale” is a fable?

A A young man has a deep love of music.

B A nightingale sings a marvelous song.

C The story takes place in a magical garden.

D A nightingale teaches a lesson to a young man.

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14. Think about the two passages you have read. In what way is the nightingale in “The Young Man and the Nightingale” similar to the leader in “The Quarreling Quails”?

A Both characters anger an enemy.

B Both characters offer good advice.

C Both characters are strong leaders.

D Both characters have kind hearts.

15. In what way are the lessons in these two passages different?

A “The Young Man and the Nightingale” teaches the importance of following your own heart; “The Quarreling Quails” teaches the value of not believing your prisoner.

B “The Young Man and the Nightingale” teaches the importance of being true to yourself; “The Quarreling Quails” teaches the value of not crying over something that’s already gone.

C “The Young Man and the Nightingale” teaches the importance of keeping what you already have; “The Quarreling Quails” teaches the value of working together.

D “The Young Man and the Nightingale” teaches the importance of listening to good advice; “The Quarreling Quails” teaches the value of keeping what you already have.

16. In what way are the events in “The Young Man and the Nightingale” and “The Quarreling Quails” similar?

A Both stories involve birds getting trapped.

B Both stories involve a cruel young man.

C Both stories include a strong leader.

D Both stories include a foolish argument.


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Writing Prompt

Choose one of these passages—”The Young Man and the Nightingale” or “The Quarreling Quails”—and write the story as an informational news article. Tell what happens and where, when, and why it happens, and who is involved. Use details from the passage to support your ideas.


STOP!


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STOP!

informational text • biography - benchmark education

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