test preparation and practice - glencoe

Grade 5

Test Preparationand Practice

A

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121.

Copyright © by Macmillan/McGraw-Hill. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.

Printed in the United States of America

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ContentsOverview of the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

ReadingSection 1: Words and Phrases in Context (L.A.A.1.2.3) . . . . . . . . . . . . . . . . . . . . . 6

Section 2: Main Idea/Essential Message, Details, and Chronological Order (L.A.A.2.2.1) / Author’s Purpose (L.A.A.2.2.2) . . . . . . . . . . . . . . . . . . . . 32

Section 3: Plot Development (L.A.E.1.2.2) / Author’s Purpose (L.A.A.2.2.2) . . . . . . 65

Section 4: Cause and Effect (LA.E.2.2.1) / Author’s Purpose (L.A.A.2.2.2) . . . . . 97

Section 5: Comparison and Contrast (L.A.A.2.2.7)

Similarities and Differences (L.A.E.1.2.3)

Author’s Purpose (L.A.A.2.2.2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

Section 6: Reference and Research Information (L.A.A.2.2.8)

Author’s Purpose (L.A.A.2.2.2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Writing+

Section 1: Writing+ Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

6-Point Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

Writing Checklist for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

Writing Prompts: Explanation for Students . . . . . . . . . . . . . . . . . . . . . . . . .184

Writing Prompts: Persuasive (LA.B.1.2.1, LA.B.1.2.2, LA.B.1.2.3) . . . . . . .185

Writing Prompts: Expository (LA.B.1.2.1, LA.B.1.2.2, LA.B.1.2.3) . . . . . . . .189

Section 2: Writing Plan Format (LA.B.1.2.1, LA.B.1.2.2) . . . . . . . . . . . . . . . . . . . . 193

Writing Plan Format Explanation for Students . . . . . . . . . . . . . . . .194

Section 3: Writing Sample Format (LA.B.1.2.2) . . . . . . . . . . . . . . . . . . . . . . . . . .205

Writing Sample Format Explanation for Students . . . . . . . . . . . . .206

Section 4: Cloze Selection Format (LA.B.1.2.3) . . . . . . . . . . . . . . . . . . . . . . . . . . 217

Cloze Selection Format Explanation for Students . . . . . . . . . . . . . 218

Section 5: Stand-Alone Questions Format (LA.B.1.2.3) . . . . . . . . . . . . . . . . . . .224

Stand-Alone Questions Format Explanation for Students . . . . . .225Short-Response and Extended Response Rubrics . . . . . . . . . . . . . . . . . . . 231Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232Anchor Papers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .250

FCAT

FCAT

FCAT

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Overview of the

The Florida Comprehensive Assessment Test (FCAT) was developed by the Florida Department of Education to assess students’ achievement of the skills outlined in the Sunshine State Standard Benchmarks.

Format of the Reading Test

The FCAT Reading Test has three main types of questions: multiple-choice items, short-response performance tasks, and extended-response performance tasks. The short-response and extended-response questions are called “Read, Think, and Explain” performance tasks. In Grades 3 and 5, students are tested on multiple-choice items only.

Cognitive Complexity

The FCAT Reading Test includes questions of varying diffi culty or “cognitive complexity.” The FCAT divides these questions into the categories of low, moderate, or high. The following chart shows the skills assessed in each level:

Cognitive

Complexity Tested Skill Sample Test Question

Low Students demonstrate a basic level of comprehension

Recall information, facts, or details

Moderate Students analyze information

Compare and contrast to reach a conclusion

High Students explain, generalize, or synthesize

Determine the author’s purpose or point of view

Format of the Writing+ Test

The FCAT Writing+ (Writing Plus) test contains multiple-choice questions and an essay. It is administered to students in Grades 4, 8, and 10. On the multiple-choice portion, students are tested on four aspects of writing skills: focus, organization, support, and conventions. On the essay portion, students must write in response to an assigned topic. Overall, the Writing+ Test assesses students’ knowledge of punctuation, spelling, usage, sentence structure, grammar, and the conventions of good writing.

FCAT

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FCAT Test Preparation and Practice is specifi cally modeled after items in the FCAT Reading Test and in the FCAT Writing+ Test.

Multiple test passages are given to provide students with more practice for each assessed benchmark. These passages can be used for modeling, guided practice, for independent practice, or for targeted practice for students having diffi culty.

ReadingThe FCAT Reading test preparation is

divided into six sections, each covering diff erent benchmarks:

Section 1: Words and Phrases in Context FCAT Benchmark LA.A.1.2.3

Section 2: Main Idea/Essential Message, Details, Chronological Order,

FCAT Benchmark LA.A.2.2.1 Author’s Purpose FCAT Benchmark LA.A.2.2.2

Section 3: Plot Development FCAT Benchmark LA.E.1.2.2 Author’s Purpose FCAT Benchmark LA.A.2.2.2

Section 4: Cause and Eff ect FCAT Benchmark LA.E.2.2.1 Author’s Purpose LA.A.2.2.2

Section 5: Comparison and Contrast FCAT Benchmark LA.A.2.2.7 Similarities/Diff erences FCAT Benchmark LA.E.1.2.3 Author’s Purpose FCAT Benchmark LA.A.2.2.2

Section 6: Reference and Research FCAT Benchmark LA.A.2.2.8 Author’s Purpose FCAT Benchmark LA.A.2.2.2

Assessment questions include multiple choice, short response, and extended response. Each section provides 5–6 practice exercises for each of the assessed benchmarks. Author’s Purpose is assessed in each of the six sections.

Short-response performance tasks and extended-response questions are included in both the Grade 3 and Grade 5 books, even though these questions only appear on the Grade 4 and Grade 8 tests. These questions provide students in Grade 3 and Grade 5 with additional practice.

Writing+Although the Writing+ FCAT Test is

administered to students in Grades 4, 8, and 10, the Writing+ FCAT test preparation section is included in the Grade 3 and 5 books in order to provide students with additional practice.

The FCAT Writing+ is divided into fi ve sections. The fi rst section contains writing prompts. The remaining sections contain a variety of reading passages and activities followed by multiple-choice questions. These sections measure the following benchmarks:

LA.B.1.2.1 OrganizationLA.B.1.2.2 Focus, SupportLA.B.1.2.3 Conventions

RubricsShort- and extended-response rubrics

appear on page 231, and a six-point scoring rubric appears on page 182 and page 251.

Answer KeyThe answer key begins on page 232.

How to Use This Book

5Test Preparation and Practice for Reading and Writing+ • Grade 5FCAT

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Section 1

Benchmark

Words and Phrases in Context

Benchmark LA.A.1.2.3

The student uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.

Contents

Explanation of Skills for the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Passages Fears at the Fair Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Remembering the Great Depression Nonfiction . . . . . . . . . . . 14

Trouble in Boston Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

What the Tree Said Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Theater Through the Ages Nonfiction . . . . . . . . . . . . . . . . . . . 27

Test Preparation and Practice for Reading and Writing+ • Grade 5FCAT

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Get Ready to Take On the

In this section, you will be answering questions based on the skills below.

Context Clues

One way to fi nd the meaning of an unfamiliar word is to look at the surrounding words in the same sentence or a nearby sentence. For example, in the sentence below, the word eerie might be an unfamiliar word.

The eerie shadows made the room look frightening and strange.

Since the “eerie shadows” are “frightening and strange” you know that eerie probably means “frightening and strange.”

Synonyms and Antonyms

Sometimes looking for words that are related is one way to fi nd the meaning of an unfamiliar word. Words that are similar in meaning are called synonyms. The words tiny and small are synonyms. Words that are opposite in meaning are called antonyms. The words huge and small are antonyms.

Prefixes and Suffixes

Another way to discover the meaning of an unfamiliar word is to look for letters that are added to the beginning or the ending of a word. Letters that are added to the beginning of a word are called prefi xes. Letters added to the ending of a word are called suffi xes. For example, the suffi x -ful means “full of.” So the word joyful means “full of joy.”

7Test Preparation and Practice for Reading and Writing+ • Grade 5

Tip■ Always read the

questions and answer choices carefully.

■ When you choose the answer to a question, make sure to fill in the bubble completely.

FCAT

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Fears at the Fairby Tandeka Johnston

“The weather is flawless!” my mother says as we step onto the moist ground of the parking area and take our first deep breaths of country air. It was the beginning of a great day.

Every July, we drive upstate to the Cheshire County Fair. Grandma Lena comes to spend time with her grandchildren. Mom comes to photograph prize farm animals and such sights as the tallest sunflower. Dad comes to play games. His favorite one tests his skill at throwing table tennis balls into goldfish bowls.

The rides have great names like the “Yo-Yo,” the “Spider,” and “Rocket to Venus.” I usually ride the “Spider” at least three times. It’s great—big and black with eight thick legs. You step up into one of the giant feet and try to get comfortable on the hard seat. The metal bar descends over your lap. Then the engine starts whirring and the ride starts twirling you around and around, faster and faster.

My only fear is of the rickety old “Dragon Coaster.” The way it shakes and rattles, it feels like the wood beams holding it together are about to splinter and fall apart—but it looks like a lot of fun. So it’s a fear that I, June Berry, secretly hope to overcome today.


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My little brother Jimmy has not come here to meet any challenges. He just loves the food. Two years ago, he consumed an entire order of fried dough by himself, and then licked the sugar off the paper plate! He was four years old. It’s only 11 a.m., and he is nearly salivating. When Grandma Lena exclaims, “There’s not a cloud in the sky!” Jimmy shouts, “I see one! It looks like a bowl of popcorn!” Then he begs, “Can I have some, Grandma? Please?”

“First, let’s get to the entrance,” my dad pipes in, swooping Jimmy into his arms. Jimmy giggles gleefully.

I breathe in hard, imagining what I will do when I feel my stomach drop, and the tracks seem to drop out from under me. I exhale loudly. My grandmother takes my hand and I notice that her breaths are soft and steady. She can walk for hours without getting tired. In fact, she’s an athlete in the Senior Olympics. She won a silver medal in cycling last year. She is determined to win the gold next year. She’s fearless, and I want her courage.

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“We can do it,” she says. I wonder what she means.As my dad pays the entrance fee, Grandma Lena surprises me. “Don’t give me that puzzled look,” she says. “I know you’re

afraid of the Dragon Coaster. I was here last year when you decided not to ride it at the last minute.” The memory makes me blush. Grandma puts a smooth hand on my warm cheek. She doesn’t mean to embarrass me. “I know you want to conquer your fears, June Berry. You’re just like me in that way.”

She’s right, I think. I do want to be like her. She knows it, too. Something is going on. I can almost see the wheels turning in her head. I want to know what it is.

“Why are you telling me this, Grandma?” I ask.“Because I want to make a deal with you.” I listen closely. “I’ve

been on the Dragon Coaster a million times. It has been a while, but I’m sure I can do it. I’ll go on it with you if you help me get over my greatest fear. I am terrified of spiders. This year at the fair, there’s a special exhibition on spiders. I want you to walk through it with me. They are having demonstrations with experts at 11:30. I want to go and I want to hold one of those spiders.”

“Grandma!” I burst out. I love spiders. I can’t believe it. Grandma Lena is afraid of something?


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“It won’t be anything dangerous. I don’t want any tarantulas crawling on my skin with their hairy legs. Just, maybe, a daddy long legs. They don’t bite.”

“I’m not worried for you, Grandma. I just never thought you had any fears,” I replied.

“Everyone is afraid of something,” she tells me. “When your dad was a little boy, he would come into my bedroom in the middle of the night. He would see chips of paint on the wooden bookcase by his bed. He couldn’t see too clearly in the moonlight, so he would think they were moving. He thought the bookcase was crawling with bugs!”

“Ha!” I laugh at this story about my dad.“Yes, but we’d turn the lights on and show him it was just paint

chips. It was the bare wood showing. We would run his fingertips over the chips so he could see there was nothing to them. No bugs. No strange living things coming to crawl under the sheets and into his pajamas!”

“So why are you afraid of spiders?” “Maybe because no matter how bright the lights are,” she

explains, “they still crawl up and down the walls.”“Yeah, and the Dragon Coaster still shakes and rattles and makes

your stomach drop, even in the middle of the day.”“Right. So, are the Berry women ready to face our fears at this

fair?” Grandma says as she pulls me close to her.I accept the deal with a handshake, believing we will both

overcome our fears today. I wonder if either of us will faint or get sick. I think we will just yell with joy at the top of our lungs.


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Remembering the Great Depressionby Orlando Reed

The Stock Market Crash

The Great Depression was a difficult time in American history. Banks closed, companies went out of business, and people lost their jobs and homes. It took many years for the country to recover.

The Great Depression started in 1929 when the stock market crashed. People had spent their life savings on purchasing stocks. They had bought shares of companies because they thought the value of their shares would rise and they would earn lots of money. The stock market had done very well during the 1920s. Most people thought buying stocks was risk free. Unfortunately, they were in for an unpleasant surprise.

On October 29th, thousands of people decided to sell their stocks. Hardly anyone was buying. This sent the value of stocks way down. Many investors lost all they had. People who had borrowed money to buy stock were deep in debt and could not pay back their loans. Banks lost money since they loaned money to people who had lost everything. Many banks had to close down for years.


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People sought jobs, but there was no work to be found. Workers had to compete against hundreds of hungry people for very low wages. At the worst point of the Depression, nearly one in four workers was jobless. Men formed lengthy lines for handouts of food and clothing. Poor Americans had to seek charity from private donors or organizations.

Alphabet Soup

At first, the government did little to help. President Herbert Hoover did not think it was the government’s job to help the poor. However, Franklin Delano Roosevelt disagreed. He was the governor of New York at the start of the Depression. Under his leadership, the state helped many people. That is part of the reason why Roosevelt beat Hoover in the presidential election of 1932.

In his first 100 days in office, Roosevelt created a number of new departments. There was the T.V.A., the C.C.C., the F.E.R.A., and many more. All these initials made people think of alphabet soup. The departments were like chicken soup for a nation with a bad case of the flu. It gave jobs to people without work, help to farmers and families in need, and hope to a country that had hit bottom.

One of Roosevelt’s “alphabet soup groups” was the W.P.A., or Works Progress Administration. It gave people jobs on projects from building bridges to painting murals to writing guide books.


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The Depression Comes to an End

Roosevelt’s programs did not fix things right away. They started to help the economy, but the United States was still in a lot of trouble. The Depression lingered on into the 1940s as people and businesses continued to struggle. The country still had a long way to go in order to turn itself around.

In 1941, the United States entered World War II. This was a huge boost to the economy. More than 10 million Americans were part of the military, and many were sent overseas for battle. That left a lot of jobs that needed to be filled. Many new people were hired.

In addition, other countries in the war wanted the United States to provide them with supplies. They needed weapons, ammunition, ships, and more. The United States created millions of new factory jobs to help build supplies. The government also spent a lot of money to protect the country from attacks. People who had been out of work for years suddenly had a way to make money.

People had money to spend. Businesses began to thrive and prosper. Banks re-opened. The economy grew. Soon, the country was healthy again. The Great Depression finally came to an end.


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The Great Depression was one of the most devastating times in American history. Many people lost their homes, their jobs, and their money. The country learned some vital lessons from the Depression.

Folk Records

Although the economy returned to normal after the Great Depression, the memories will never fade. During the Great Depression, the government kept records to make sure of that. This job was done through a branch of the W.P.A group called the F.W.P., or the Federal Writers’ Project.

In addition to sponsoring writing projects, the F.W.P. sent teams of interviewers to record folk life. The word “folk” comes from the Old High German word folc, which means people. Records of folk life focused on the songs and stories of common people.

Interviewers used machines the size of coffee tables. They looked like record players, with a needle and a disk. The disk was used for recording sound. The F.W.P. workers recorded the folk songs, work songs, and stories of ex-slaves, fishermen, railroad workers, and fruit growers.

Today, the tunes and stories of these people help bring the history of the period to life. When junior interviewer (and future novelist) Zora Neale Hurston sings work songs into the machine, the reader can imagine laying down railroad tracks.

Stetson Kennedy, of Jacksonville, Florida, also worked as a F.W.P. junior interviewer, and he became a famous writer and folklorist. His pay was $37.50 every two weeks. That may seem modest today, but it seemed like a whole lot during the Depression. The job was like a treasure hunt. Like other interviewers, Kennedy enjoyed discovering new songs and stories for the first time, and saving them for the enjoyment of generations to come.


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Trouble in Bostonby Amelia Sender

The city of Boston was covered with snow. Down at the harbor a large whaling ship had just docked at Long Wharf. As the afternoon sun began to set on this March day in 1770, seaman James Caldwell was the first to set out for the city. He plodded his way through the snow and followed a winding path toward his favorite restaurant. James noticed British soldiers were standing guard by the Old State House. Their red coats clashed sharply with the white snow. Down a nearby street, he saw several more British soldiers. Another one was standing guard on a corner.

James stopped short. “Boston seems to be filled with British soldiers. I need to find out more about this.”

He passed several more soldiers before he finally got to the restaurant. When he opened the door, his friend and fellow whaler, Crispus Attucks, rose to greet him. Crispus, a six-foot-tall African American, stood out among the rest. He was strong and muscular. He had spent many days and nights guiding boats and throwing harpoons on the rolling seas.


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Ellen, the waitress, gave two cups of coffee to the men.“Thanks, Ellen,” James said with a smile. “It’s good to be back

in Boston, but why are the British guarding my favorite city?”Ellen shook her head and sighed. “Two years ago, the King

decided to send troops over here,” she explained. “He wanted to make sure we all followed British laws. As time went by, he sent more soldiers. Now, there are about 4,000 British soldiers in the city. They’re decent fellows, but people are wary of them. People here in Boston are very dismayed. We don’t think the troops should be here. We deserve to have our freedom.”

“This could be dangerous,” James remarked. “Those fellows are carrying muskets!”

“The soldiers are not allowed to fire their guns within the city without permission,” said Ellen. “Our rebellious young people are not afraid to tease the soldiers. They think they won’t fight back! Some people call them ‘redcoats’ and ‘lobster-backs.’ They are very disrespectful.”


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“It’s not a good situation,” said Crispus. “One of these days, someone is going to get hurt.”

An hour later, James and Crispus said goodbye to Ellen and headed out the door. As they turned the corner to King’s Street, they came upon a mob of people shouting at one of the British guards. The guard had just knocked down a young man who had taunted him. An angry crowd gathered and began pelting the guard with snowballs, ice, and sticks. Within minutes, a British captain and several other soldiers arrived. They stood sternly with their muskets in front of them, shining brightly in the sun. The soldiers and the crowd continued to shout at each other.

“This could go very wrong,” said Crispus. “Let’s see if we can talk some sense into these soldiers.”

Crispus and James moved to the front of the crowd. The two men tried to talk to the soldiers, but they could barely be heard over the roar of the crowd. It seemed the British troops did not want to listen, anyway. At a signal from the captain, the soldiers loaded their muskets and directed them at the crowd.

What happened next was chaos. At that moment, a church bell began to ring, and someone yelled “Fire!” Shots rang out. Crispus was hit and fell forward onto the snow. James and two other men were hit as well.

By the time the fight ended, the damage had been done. Five men, including Crispus Attucks and James Caldwell, were dead.

It was an event that nobody would forget. Samuel Adams, a famous patriot, later called it “the Boston Massacre.” Paul Revere engraved a plate that showed the British soldiers firing on the townspeople. Because of this event, the British troops were forced to leave Boston. People in the colonies were furious at the British. Not long afterward, the colonists fought for their freedom in the American Revolution.


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Student Name

21 Read this sentence from the story.

They are very disrespectful.

What does the word disrespectful mean?

a pleasant c uncaring

b full of respect d not showing respect


They’re decent fellows, but people are wary of them.

In this sentence, the word wary means

f proud. h unafraid.

g cautious. i tired.


They stood sternly with their muskets in front of them, shining brightly in the sun.

Which word means almost the SAME as sternly?

a happily c seriously

b sleepily d thankfully

24 Read these sentences from the story.

People here in Boston are very dismayed. We don’t think the troops should be here.

Which word means the OPPOSITE of dismayed?

f confused h comforted

g forgetful i generous

24 Test Preparation and Practice for Reading and Writing+ • Grade 5FCAT

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What the Tree Saidby Elsie Cohen

Summer driesspring flowers and transformsgreen grasses to yellow.

Then summer fades. Soon leaves change from greens torust, gold, pink, orange, brown, and maroon.

Leaves begin to fall,bare branches must endure the harsh winter winds.

Winter closes inand the maples, elms, and oakswish to be palms—hung with dates and coconuts filled with sweet milk.

They want to envelop the sun’s warmthunder a canopy of fronds.1 They want a life without the worry of having leaves raked off their roots,

trunks tapped for sap, and acorns stuffed into greedy squirrel cheeks.To be a palm—Trees have their dreams, too.

1fronds: the large leaves of a palm tree


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In ancient Greece over 2,500 years ago, theaters were very simple buildings. They were located outdoors, often at the foot of a large hill. The people watching would sit on the hill and look down on the flat and circular stage.

Actors in the early Greek plays were always men. They often wore masks and costumes. These represented gods and the heroes of Greek myths, or stories. There was also a chorus,

a group of actors who stood in front of the stage. They danced and chanted while the other actors played their parts on stage.

At first, Greek plays focused on the gods. They had a religious purpose. Later, the dramas on stage focused on human beings. The main characters in these new stories were not regular people. They were powerful, heroic Greek figures with some of the same problems most people have.

Theater Through the Agesby Nigel Trott


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Theater in Italy developed a few centuries after Greek theater. The ruins of ancient amphitheaters1 show how much people enjoyed theater. These places were much larger than the early Greek theaters. They held hundreds of people and looked like today’s football stadiums.

Unlike the Greek plays that came before them, Italian plays were not religious at all. Comedies and farces, which put silly characters in ridiculous situations, were very popular.

As Christianity spread across Europe, theaters moved into

small churches. Groups came to watch stories of the lives of the saints. These performances were called mystery or miracle plays.

By the 1400s, large theaters were less common. Acting groups often traveled from one village to the next. They would show their plays in town squares for local citizens. Sometimes groups would set up several platforms, and audiences would walk from one to the next. The skits during this time were funny and playful. Often audiences went to watch performers juggle or walk on tightropes.

1amphitheaters: circular structure with rising rows of seats around an open space

Student Name


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Inns had complex stages with balconies or walkways. These gave actors the freedom to move around or use special effects. For example, sometimes, an actor would rise up from below the stage to represent a dead character returning to life.

In the 1500s and 1600s, playwrights in Europe thought about the old theaters in ancient Greece. For the first time, they built large, closed theaters in Italy and France. These were similar to the theaters we know today. Actors played their parts on large, raised stages. They used painted backdrops that could be changed between scenes. These allowed playwrights to quickly shift the action in the story. Audiences now sat or stood in front of the stage. The wealthier people watched from high balconies.

The most famous large, circular outdoor theater was the Globe. It was built in London, England, in 1598. Some of the greatest plays in the English language were first performed there. They were written by William Shakespeare. Many

think of him as the greatest writer of all time. He wrote poems as well as plays.

As theater became a hot ticket in London, other theaters soon sprang up throughout the city. To attract audiences, theater companies came up with bigger and better staging. Shakespeare and other playwrights often staged huge battle scenes. Audiences loved these displays.

In 1609, during a performance at the Globe, a cannon shot onstage started a fire on the roof. The Globe burned to the ground. The theater was rebuilt and stayed active until 1644.

Since Shakespeare’s time, theater has changed a lot. Some theaters now place the action right in the center of the audience. This is called “theater in the round.” Some even place the audience on stage! Sets and staging have become more complex than they ever were.

Like all important art forms, theater continues to grow and take new shapes. One thing is certain—staged performances will continue to draw audiences to theaters for a long time.


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Section 2

Benchmarks

Main Idea/Essential Message, Details, and Chronological Order

Benchmark LA.A.2.2.1The student reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order.

Author’s Purpose

Benchmark LA.A.2.2.2The student identifies the author’s purpose in a simple text.

Contents

Explanation of Skills for the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Passages Flying High Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

The Pony Express Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Confused Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

The Legend of Janette Riker Fiction . . . . . . . . . . . . . . . . . . . . . 48

Sports Are Good for You Nonfiction . . . . . . . . . . . . . . . . . . . . . . 54

Riding the Snow Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60


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In this section, you will be answering questions based on the skills below.

Main Idea/Essential Message

The main idea or essential message of a paragraph or article explains what the paragraph or article is mostly about. You can usually explain the main idea or essential message in one or two sentences.

Details

Details are facts, information, and events that support the main idea.

Chronological Order

Authors usually present events in chronological

order, or the order in which they happen.

Author’s Purpose

Knowing an author’s purpose can help you decide what an author is trying to say. Authors write to tell a story, to give information, and to tell how to do something. Authors also write to persuade. To persuade means to try to get somebody to believe an idea or to act in a certain way.

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Flying Highby Geraldine Sinclair

It was early morning on May 20, 1927. A light but steady rain was falling on Roosevelt Field in Long Island, New York. The young pilot, Charles Lindbergh, prepared for the journey ahead.

Today, he would fly his plane nonstop from New York to Paris. His small plane, the Spirit of St. Louis, didn’t look like much on the outside, but Charles was sure it would be his key to success.

Charles watched with interest as the crew prepared his plane for flight. The prize was big: $25,000. It would be awarded to the first pilot who could fly nonstop from New York to Paris.

“We’ve finished loading the fuel, sir. Five tanks full!” said one of the mechanics. “You’re going to win the prize, sir! I’m sure of it!”

“I’m looking forward to a great flight,” Lindbergh called back. At just before 8:00 in the morning, the plane was ready for

takeoff. The crew watched as Charles climbed into the tiny cockpit. He waved one last time and rumbled down the dirt runway.


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His fl ight almost came to a quick end before it began. The plane, weighed down with fuel, did not take off very quickly. Charles held his breath as he nearly crashed into the telephone wires at the edge of the fi eld. Luckily, he pulled the plane into the air just in time.

Charles sped over the state of New York, then over Connecticut and Massachusetts. After that, he soared for twelve hours over 250 miles of water to Nova Scotia, then on to Newfoundland and the open ocean under a moonless sky.

The night was dark, and the sea was black. He reached for the crude handmade charts he had prepared. As the hours stretched on, Charles grew more tired. To keep himself awake, he set up a routine. He switched gas tanks every hour. He wrote something in his log every fi fteen minutes. Yet he still had to draw on every bit of energy he had to stay awake.

In the fourteenth hour of his fl ight, Charles encountered a storm. The strong winds tossed his plane around, and ice began forming on the wings. Alarmed, he turned south and fl ew through the storm. The ice began to thin out and Charles regained control of the plane.


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Charles was halfway to Paris, but he was numb with hunger and cold. At one point, Charles realized he was falling asleep in spite of himself. He maneuvered his plane down toward the ocean, as close as ten feet from the waves. He leaned out from his open cockpit and let the spray from the ocean splash on his face and wake him up.

“What’s that?” he shouted out loud. “It looks like a coastline. Those are hills and trees, and islands near it. I’m not close enough to Ireland, so what is it?”

He dived down and the coast seemed to vanish into thin air. It was a mirage. Charles was so tired that he was seeing things. He shook his head and continued flying.

An hour later, Charles saw another island, but this one looked real. He flew the plane down and saw people running in the street, waving up at him. He was over Ireland, just six hours away from Paris. Twenty-eight hours of flying were behind him.

His spirits were high now. Close to 1,700 pounds of fuel had been burned, and the plane felt lighter. The journey was almost over.

Soon, the coast of France, the country of his destination, greeted him from below. Charles checked his instruments. He had flown 3,500 miles. It was a new world record for a nonstop flight!


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In America and Europe, people had been rushing to the news stands to find out his fate. Had anyone seen “Lucky Lindy” yet? This was a nickname given to Charles Lindbergh by the media after he parachuted from a plane during a storm.

The good news poured in all across the world. The reports came in that Charles had been seen in Ireland, then in England, then in France. People were thrilled. That evening, thousands of people in Paris headed toward the Le Bourget Airfield, where he was to land.

Charles saw the glow of Paris up ahead—lines and curves and squares of white light. He circled the Eiffel Tower and then headed out to the airport.

Several times, Charles circled the field. He fastened his safety belt, checked his instrument panel, and figured where to bring his plane down. He came in close and made his final approach.

It was 10:24 p.m., more than 33 hours after take-off in New York. The wheels of the Spirit of St. Louis touched ground, bounced gently, then returned to Earth. Charles taxied the plane toward the floodlights.

He looked out of his cockpit window, startled. More than 150,000 people were rushing toward him. “Lindbergh! Lindbergh!” they were chanting.

He opened the cockpit door, and arms grabbed him. “Are there any mechanics here?” he asked, hoping someone

would be able to check his plane for damage.Before he could say another word, he was pulled from the plane

and carried across the airfield in celebration.Charles Lindbergh had made it. He had completed his nonstop

flight from New York to Paris and made aviation history.


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The Pony Expressby David Hebner

In the mid-1800s, Americans were moving west because they had heard wonderful stories about the new territories—Louisiana, Oregon, and California. Families wanted the chance to claim fresh, new land. Soon, wagon trains set out on the trail to the West.

In 1849, gold was found in California. Even more people headed to the West, hoping to strike it rich. Stores and restaurants appeared, banks opened, and small businesses grew in this new region.

Soon, Americans realized the country had a big problem—mail delivery. Mail from the East Coast was sent by rail to the West, but it could travel only as far as Missouri. The railroad went no further. Postal officials had to find another way to get mail to California and other western areas.

The Butterfield Overland Stage opened for business in Missouri in 1858. The company had a fleet of horse-drawn stage coaches and promised speedier mail delivery to California.


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Twice a week the Butterfi eld stage coaches carried mail from Missouri to California. The trip took about twenty-fi ve days.

For people in California, this was not quick enough. People were getting rich. Businesses were growing rapidly and the merchants and bankers in the West felt that twenty-fi ve days was too long to wait for mail. Something had to change.

Three men—William Russell, William Waddell, and Alexander Majors—soon developed a new system. They reasoned that letters and packages could be delivered by riders on horseback. The trip could go twice as quickly if the riders rode in relays. A rider could ride as fast as he could for a short time, then he would get a fresh horse, and then ride until

he could turn over the mail to another rider. The riders would have to travel day and night, in summer and in winter under rough conditions. It would be called the Pony Express.

Russell, Waddell, and Majors sent agents to fi nd good horses. These animals had to ride through deserts and over mountains. They would need to be able to endure hunger, thirst, and all kinds of bad weather. In time, 400 strong, fast horses were obtained.

The company set up about 165 stations between Missouri and California. Each station was separated from the next by ten to fi fteen miles. Several fast horses were placed at each station. The station master had to keep the horses well fed and rested.

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Next, the company hired riders. Only young, lightweight men could apply. In fact, none of the riders hired weighed more than 125 pounds. Like jockeys on racehorses, they were expected to ride as fast as possible. They also had to be brave enough to face rough conditions during the ride. Some of the riders were only 14 years old, but they could make between $100 and $125 a month. In those days, that was fantastic money!

The Pony Express began on April 3, 1860. A rider named Henry Wallace was given the honor of starting the first ride. He carried a message from President James Buchanan to the governor of California. Wallace

left from St. Joseph, Missouri. Ten days later, a different rider arrived with the letter in Sacramento, California.

The Pony Express was much quicker than other mail services because it covered 250 miles in a day. Stage coaches could only travel 100 to 125 miles a day. The Pony Express depended on the speed of the horses and the strength of the riders. A rider had to race his pony as hard as he could for ten to fifteen miles until he rode into a relay station. There, two men held a fresh horse for the rider. It took him less than ten seconds to slide onto the back of the horse. Two minutes later, he was riding out of the station, racing his fresh horse as fast as it could go.


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Pony Express Trail

After riding 75 to 125 miles, the rider rode into a home station where a new rider took over. At last, he could rest after a difficult six-hour ride.

The Pony Express ran day and night through all kinds of weather. They faced attacks by hostile Native Americans, as well. Still, the riders came through. Only one time in 19 months did the riders fail to deliver the mail.

The Pony Express played an important role in the Civil War. The people of the South wanted California to join them. However, leaders of the North used the Pony Express to stay in contact with California. They convinced California to side with the North. This was a key reason that the North won the Civil War.

The Pony Express was important in its time. However, only eighteen months after itstarted, it was no longer needed. The first telegraph system was completed. The telegraph used electricity to send quick messages through wires. People in the East could now immediately contact the West without sending

letters. The owners closed down the Pony Express on October 24, 1861. They could not compete with the speed of the telegraph.

The route followed by the Pony Express riders is not completely gone today. Much of the trail has been changed, and some of it has disappeared. However, short sections of the trail have been preserved. It is called the Pony Express National Historic Trail. It is part of the National Trails System.

Many of the relay stations have been saved as well. Each summer, tourists visit these stations and walk around parts of the nearby trails. Although it wasn’t around very long, the Pony Express will always have a place in our country’s history.


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Student Name

Now answer Numbers 7 through 10. Base your answers on the article “The Pony Express.”

7 This article is MOSTLY about

a how the telegram system put the Pony Express out of business.

b the history of the Pony Express.

c the fi rst ride of the Pony Express.

d how the Pony Express helped the North win the Civil War.

8 Why did the author write “The Pony Express”?

f to convince readers that the Pony Express was better than the telegraph

g to teach readers how mail systems changed throughout history

h to entertain readers with funny stories about the Pony Express

i to inform readers about the history of the Pony Express

9 Which statement would the author of “The Pony Express” MOST likely agree with?

a The Pony Express put riders in great danger for no reason.

b Working for the Pony Express was probably not worth the money.

c The Pony Express lasted a short time but is an important part of history.

d The Pony Express was a silly idea.

TipIn the last sentence, the author suggests that the Pony Express system will always be remembered. Which statement is the most similar to this idea?

TipThink about what an author wants you to gain from reading an article. Is the author stating facts or trying to persuade you to believe in a point of view?


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Confusedby Chandra Riley

Befuddled and muddled!A pain in the brain!My head is a goofy turnip—I can’t quite explain.My thoughts are just blots,my nose is all runny,my speaking is creaking,and my face feels all gummy.I can’t return to normal!(Believe me, I’ve tried.)I should have avoidedthe Speedy-Spin ride.


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The Legend of Janette Rikerby Jina Chung

It was September 1849. The Riker family was traveling west. Janette, her brother, and her father had followed the rugged trail through the Rockies and were in Montana now.

When they came upon this grassy valley, Father decided to stop. A three-day rest would be good for the oxen. Then they could start the long push to Oregon.

The Rocky Mountains loomed above Janette. They reminded her of huge walls, wide and thick, so tall that you couldn’t see the top.

“I’m so glad we decided to go west,” she said to herself. “Otherwise, I might never have seen these incredible mountains, and all the other amazing things we’ve seen.”

“Jan,” her brother called out. “Father and I are going after that herd of buffalo we told you about. We’ll be back by nightfall.”


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“Can I come, too?” Janette asked.Father shook his head. “It’s too dangerous,” he said. “We need

someone to keep an eye on the wagon.” “OK, Father,” Janette said. “I’ll use this time to clean out the

wagon.” Then the two men disappeared into the distance.After they had gone, Janette got to work thoroughly cleaning out

the family’s sturdy Conestoga wagon. It was packed tightly with supplies for the journey ahead. By the time the afternoon sun started going down, Janette felt proud of herself for cleaning so thoroughly.

Soon Janette had a blazing fi re going near the wagon so when her father and brother returned, dinner would be ready.

The sun began to set over the snow-covered mountains. “Where are those two?” she thought.

The stars came out. As the night passed, she began to feel the fi rst twinges of panic. She crawled under a blanket and tried to calm herself. She hoped she could sleep.

Dawn sent warm streaks across the horizon. Janette scrambled to her feet after a restless night. To her dismay, she found that her father and brother still had not returned.


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Janette studied the ground looking for the footprints of her father and brother. When she found the footprints, she followed them into the woods. Three miles later she came to a deep gorge but the footprints stopped at the edge. Janette began searching the nearby forest, but there was no sign of her father and brother.

Janette stumbled back to the wagon and began weeping. There was no trace of her family. She was afraid that they were lost forever. She gazed at the mighty Rockies surrounding her like the walls of a prison.

“I’d better not try to find my way through them,” she thought to herself. “It’s best to stay here. Maybe someone will find me.”

“Time to build a shelter for myself,” she whispered to herself. “I need to prepare for the winter. I must take care of myself.”

Janette tried to remember everything her father had taught her. She took out the axes from the wagon. She cut down logs and set poles in place to mark four corners. She placed more logs, one on the other, to form walls. She stuffed the spaces between the logs with wild grasses. She flattened the earth around the bottom of her hut. Finally, she threw the Conestoga’s white covering over the top of her hut and drove its corners into the ground with stakes.

Next, Janette filled her hut with supplies. She unloaded a small stove, some kitchen items, blankets, and supplies from the wagon and packed them into her hut. She cut down trees, one after another. Soon, she had a huge woodpile. She could keep warm through the winter.


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Janette saw the oxen outside her hut. She was thankful for all the hard work of the oxen. They had pulled the family all the way to Montana. Now, she badly needed meat to help her survive. Janette sighed as she headed outside and looked for the fattest ox. When she returned, she had enough meat to last the winter.

It was getting colder now. Snow was starting to fall. Janette settled herself in for Montana’s long, cold winter. At night, wolves and mountain lions came down from the mountains, following the scent of burning meat. Sometimes, Janette heard them pace outside her shelter. She didn’t dare to move.

January came. Snow banks had built up along the sides of the hut. The wild animals could no longer get through the drifts that almost buried her.

Day followed day, and then she heard the sound of running water. It was a March thaw! The snowdrifts had melted and water flooded the valley. Janette watched it rise inside her hut. Before she was flooded out, she grabbed blankets and other supplies and climbed into the wagon for safety.

One day in April, she awoke to see a Native American leaning over her. He and his companions had spotted the wagon. They wanted to know what she was doing in their valley.

Janette told them the whole story. They were amazed when they heard about everything Janette had gone through. They decided to help this resourceful girl who had shown such courage. They led her through the difficult terrain and helped her finish her journey to the West.

Before long, Janette was reunited with her friends in Walla Walla. Though she never found out what happened to her father and brother, she made a new life for herself in Oregon.


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Sports Are Good for Youby Steve Brunzell

Playing sports can help you in all kinds of ways. It strengthens your body and your mind, making you fitter and more confident. It also teaches you how to cooperate with other people. No matter what the sport—softball, soccer, track and field, tennis, or anything else—there are many important lessons to learn.

Sports and Your Body

Exercise can help you in more ways than you might realize. You probably know that it can make your muscles stronger. Did you know that exercise is also good for your mood? Besides being fun, it makes your brain release chemicals called endorphins, which can make you feel happier.

Of course, when you exercise, you also do other good things for your health. For one thing, if you exercise hard enough to make you breathe faster, it helps your heart. That’s because you’re taking in more oxygen than usual. This makes your heart pump blood faster.

Many kinds of exercise make you more flexible, so your body can bend and move more easily. Gymnastics are a great way to become more flexible. Martial arts, like karate, can also make you more flexible. Stretching before any sport improves your flexibility and also helps to prevent sports-related injuries.


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Sports and Your Mind

Being on the baseball team, the swim team, or any other team does more than just mold your muscles. It can also do great things for your personality!

When a group of people all want to win a race or achieve a goal, you have to work together. If you disagree about how to do something, you all need to make a decision. You learn to be patient while everyone has a turn swinging the bat or using the balance beam.

The skills you learn on the field might help you in a group project at school, or when you meet new people. If you have learned how to get along with others and respect their opinions, you will find it easier to make friends.

Sports can also help your self-esteem, which improves how you feel about yourself. Imagine that you join a basketball team, and shooting a three-pointer seems impossible. So you practice hard, and get closer and closer to making it. You learn to make the two-point shot easily and soon you can shoot the ball from a farther distance. One day, you start making baskets from the three-point mark, all because of your hard work. You’d feel pretty good about yourself, wouldn’t you? Being on a sports team gives you lots of chances to feel great.


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For shy people, approaching others can be hard. Playing sports can also help you become more outgoing. Wouldn’t it be easier if you had something in common to talk about? Playing sports allows you to get to know people, whether you’re asking for help with a skill or helping someone else. Before you know it, you might find that you’re a lot less nervous around other people.

Be Careful Out There!

It’s easy to get caught up in a sport and start thinking that winning is the most important thing. Sports are supposed to be fun and although you might not win every game, losing should not ruin your day. It’s important to always treat your competitors with respect, just as you would with your friends and teammates. Even though you are trying to win the game, there is no need to play unfairly or taunt your opponent. Keep the competition friendly.


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For your own protection, you should always follow safety rules. Wear proper safety equipment, such as a batting helmet for baseball and shinguards for soccer. Also, never try to do something you have not yet learned. You could end up hurting yourself. Some day, after you have learned the right moves, you‘ll be able to reach your goals!

Being on a team can be a great part of your life, but it shouldn’t be your whole life. If you are so tired or so busy that you’re having trouble in school—it’s time to cut back on sports. If sports make you feel worried all the time, it might be time for a change.

Play Hard!

Always put in your full effort. Don’t give a half-hearted attempt or act like you don’t care. Being committed to your team should be important to you and your teammates. That does not mean you have to play a perfect game. As long as you try your best, you have something to be proud of.

Joining a sports team is fun and good for you. So grab a bat, a ball, or a bathing suit, and go have a great time!


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Riding the Snowby Antoinette Jordan

Experts make snowboarding look so easy that you might think they have been doing it forever. In truth, the snowboard is a fairly recent invention. The first one was built only about forty years ago.

In the 1960s, surfing in the ocean was a hobby or sport for many people, as it still is today. The problem was that surfers could not ride ocean waves during the winter. Surfers wondered if they could use a different surface instead—like snow. They worked hard to invent a new apparatus that would help them “surf” on the slopes.

In 1965, Sherman Poppen developed a model for the snowboards that we use today. He tested skis and surfboards, by trying ways to put them together. Finally, he came up with a new invention, which he called “The Snurfer.” The word combines the words surf and snow. He made it by connecting two skis to each other with a rope attached to the front. He gave his first Snurfer to his daughter, Wendy. Soon, all of Wendy’s friends wanted Snurfers, too.

A year later, Poppen put Snurfers for sale in stores for $15 each. One million Snurfers were sold in the next ten years. The Snurfer, however, eventually vanished. People thought it was more of a toy for children. In addition, the Snurfer was hard to control.


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People tried to come up with a better way to surf on snow. One of them was Dimitrije Milovich, who got his idea by riding down snowy hills on cafeteria trays! His creation looked more like a surfboard than the Snurfer did. Milovich built a snowboard called “Winterstick.” Reporters from around the country wrote articles about Milovich.

After that, others tried their hand at making snowboards. Bob Webber built one in 1977 and at about the same time, friends Tom Sims and Chuck Barfoot developed a new design. Their snowboard looked a lot like a skateboard. Even kids got into the act. Mike Olson first made a snowboard in junior high school!

Jake Burton Carpenter was a skier and a surfer who had been riding Snurfers since he was in high school. Over the years, he made changes to the Snurfer to make it easier to control. He created a snowboard that was longer than a skateboard and shorter than a surfboard. He constructed the top part out of wood. He added smooth, sharp metal edges so that the rider could make quick stops and turns. He put a tough plastic on the bottom part of the snowboard. Jake’s snowboards were safe, fun, and cheap. He started a company called Burton Snowboards.


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The first people who bought Jake’s snowboards were skiers. They took their snowboards and went to ski resorts. Many ski resort owners would not let snowboarders onto their slopes. They said that snowboards were too dangerous. Soon, some shops even refused to sell snowboards!

Jeff Grell solved the problem. He knew that snowboards did not yet have secure bindings which would keep the rider on the snowboard. In 1983, he invented a plastic foot cover and connected it to the snowboard with straps and metal buckles. Now, snowboarders could move around safely on ice and snow.

By 1995, most ski areas were accepting snowboarders. Soon the hills were filling up with talented riders. They would leap into the air and twist and turn, almost like dancers. They would launch themselves off cliffs or hills and “take the air.” They would ride down steep slopes with ease. They took part in races and competitions.

Snowboarding has gotten more and more popular over time. In 1985, the first magazine about snowboarding came out and in 1998, snowboarding became an Olympic sport. It was introduced at the Winter Games in Nagano, Japan. Now people from countries all over the world could compete against each other. In just a short time, snowboarding had come into its own as a major sport.


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Section 3

Benchmarks

Plot Development

Benchmark LA.E.1.2.2

The student understands the development of plot and how conflicts are resolved in a story.

Author’s Purpose


Contents


Passages Louise and the Missing Book Fiction . . . . . . . . . . . . . . . . . . . . 67

Barking on Thin Ice Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

A Gift from Aunt Martha Fiction . . . . . . . . . . . . . . . . . . . . . . . . 79

The New Girl Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Cousin Carmen Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91


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Louise and the Missing Bookby Katherine Rawson

“Come on, Louise, hurry up!” said Sam in a loud whisper. “We’ll miss the bus if you don’t get moving. Let’s go!”

“I’m coming right now,” replied Louise as she stuffed her library card back into her pocket. Then she gathered up the pile of library books in her arms and hurried out the main door after Sam. As she went out, she glanced up at the huge clock above the door and saw that it was 4:55. They had just five minutes to get to the bus stop.

Sam laughed when he saw Louise stagger out of the library carrying her pile of books. “Let me take some of those,” he offered.

“That’s OK, I’ve got them,” said Louise. “Can you get my change purse out of my coat pocket for me? I can’t get it myself with all the books I’m balancing.”

Sam pulled the purse out of Louise’s pocket and peered inside it. “Lucky you! You have just enough for the bus fare,” he observed.


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“That’s a relief! Of course, that’s all the money I’ll have until I get my allowance next month,” said Louise. She thought of the snacks and movies she would miss for the next couple of weeks because she had already spent her entire month’s allowance. She hadn’t been able to resist buying a new sketchbook and a set of forty-eight colored pencils when she saw them in the store window. The next few weeks without pocket money would pass quickly if she spent the time trying out every color in her new set.

Sam and Louise reached the corner just as the bus was arriving. They climbed on and plunked the fare down the chute. Setting the books on the seat beside her, Louise sat down with a sigh of relief.

“What do you need all those books for, anyway?” asked Sam from across the aisle.

“I’m an artist,” said Louise proudly. “I have to study art. All these books explain techniques about how to draw different things.”

“Wow,” said Sam. “I didn’t know you were an artist.”“Well, I’m learning,” replied Louise.When the bus came to Louise’s stop, she gathered up her

books and made her way to the back exit. “See you at school tomorrow,” she called to Sam.

“Yeah, see you,” he called back. “Work on some drawings! I want to see just how good an artist you are! I would love it if you could draw me a robot!”

“I think that might be my next project,” Louise said with a giggle as Sam waved goodbye to her.

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After dinner that evening, Louise happily flipped through her library books. She had a book about drawing horses, two books about drawing cats, one about how to use colored pencils, another about drawing landscapes, and one about flowers. Where was the book about drawing flowers? Louise was sure she had checked it out. Yes, she was absolutely certain she had. She even remembered the title: Flower Sketching Basics.

Louise looked all over her room, but she couldn’t find the book anywhere. Then she had a terrible thought. She must have left the book on the bus. She had been carrying so many books. It would have been easy to leave one behind without noticing it. The more she thought about it, the more certain she was that the book was still on that empty seat. Now she would have to pay the library for the book. It was a hardcover book—which made it even more expensive. How many months allowance would it take to pay for that book? Louise felt like she was going to cry.


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Louise began to wish she hadn’t spent all her money on the colored pencils. She would have to go to the library tomorrow and ask if they would let her pay for the missing book little by little. She thought of the months ahead with no movies and no snacks because she would have to use all her allowance to pay for the book. Maybe she wouldn’t even be allowed to borrow more library books until she paid for the lost one.

Louise hurried to the library the next day. Mr. Harris, the librarian, looked up as she walked in. “He already knows I lost the book,” Louise whispered to herself nervously.

“Aren’t you the girl who was in here yesterday looking for art books?” asked Mr. Harris.

“Yes, I … I … but … you see ….” Louise stammered.“Well, you left one behind,” said Mr. Harris kindly, as he handed

Louise the book on drawing flowers. “I was sure to set it aside for you. I had a feeling you would be back.”

Louise stared at the book in her hands. She couldn’t believe her eyes. She silently nodded her thanks to Mr. Harris. Then Louise ran happily out the door with a head full of ideas for sketching a beautiful bouquet of flowers.

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Test Preparation and Practice for Reading and Writing+ • Grade 5

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Barking on Thin Iceby Telly Heath

Christopher grabbed his skates and hockey stick as he eagerly headed out the front door. “See you later, Mom,” he called.

“All right, honey,” called his mother from the next room. “Remember to stay on the far side of the pond. It’s dangerous because the ice is very thin on this side.”

“I know, Mom. Don’t worry. We always play on the other side.”As Christopher closed the door, Skip came running down the hall

and stuck his wet nose in Christopher’s hand.“No, Skip, you can’t come with me because you’ll just

get in the way,” Christopher said. He gave Skip a playful scratch behind the ears, made sure that Skip was safely inside, and shut the door behind him. Skip ran to the window and pressed his nose against it. Skip desperately scratched the glass and whined as he watched Christopher cross the street. Christopher turned around briefl y and waved, and then he made his way to the skating pond across the street.

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Christopher enjoyed taking Skip with him everywhere he went, but he especially liked to take Skip to the park to play catch. Skip loved to go bounding after his old rubber ball. Then he would bring it back to Christopher and drop it at his feet. Panting from the effort, Skip would gaze up at Christopher expectantly and wait for him to throw the ball again.

Skip really loved playing catch, and that was exactly why Christopher stopped taking him to hockey games. Skip always tried to run after the hockey puck the way he ran after the ball. He ran into the hockey players, slipping and sliding and getting tangled up in skates and hockey sticks, causing everyone to fall on the ice. After that, everyone on the team, including Christopher, agreed that Skip could not come to another hockey game.

Skip, of course, paid no attention to this decision. Every time he saw Christopher leave the house with hockey equipment, Skip tried to find a way to follow. He sniffed at the door and whined and scratched, but no one would let him out.

This afternoon seemed no different. Skip was just settling down for a nap when there was a sudden knock at the door. Christopher’s mother opened the door for a delivery person, who had a large package. Skip didn’t understand all this, but he did understand one thing: the door was wide open! This was his chance to make it to the outside world!


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Skip leaped up, and before anyone could realize it, he shot out the door and across the street to the park.

“Skip, come back!” called Christopher’s mother, but Skip didn’t hear her. He ran as fast as he could toward Christopher, who was playing with his friends on the far side of the pond. When he neared the pond’s edge, he didn’t stop but went running and slipping across the ice as fast as he could until — crack! — the ice broke beneath him, and into the water he fell.

Skip tried to pull himself out of the water and back onto the solid ice, but every time he put his paws on the ice it broke apart even more. Christopher and his friends heard barking and saw what had happened to Skip. They quickly pulled off their skates, pulled on their boots, and ran around to the other side of the pond.

“Come on, Skip, come here, boy,” called Christopher desperately. Skip tried as hard as he could, but he couldn’t pull himself out of the frigid water.

“What are we going to do? How are we going to get him out of there?” cried Christopher.

“I know,” said his teammate Amanda, with excitement in her voice. “We can pull him out with our hockey sticks!”

“Yes!” agreed the other kids. “Let’s try that!”


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Trent and Tisha ran to get help from an adult. Meanwhile, Amanda and Christopher stood at the edge of the pond and held their hockey sticks out as far as they could reach. “Come on, Skip,” called Christopher. “Grab the sticks.”

“He can’t grab them,” said Amanda. “We’ll have to try to hook him.” She balanced herself on her toes and reached her hockey stick toward the broken edge of the ice, while some of the other kids held onto her jacket to keep her from falling in. “Here, Skip!” she called.

Christopher held his stick out over the ice, too. Skip whimpered as he struggled to reach them. Amanda and Christopher stretched out their arms until finally Christopher was able to hook the curved end of his stick under one of Skip’s front legs. Amanda hooked Skip’s other leg, and together they pulled until Skip was close to the rocks at the pond’s edge. Then, spraying icy water everywhere, Skip scrambled out of the pond and jumped happily on Christopher.

Christopher’s mother came running from the house with a pile of towels. “Oh, Skip!” said Christopher, laughing as he rubbed Skip’s wet fur with a towel. “I told you that you shouldn’t play hockey.” Skip responded by giving Christopher a big wet kiss. At that moment, he was the happiest dog anyone had ever seen.


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A Gift from Aunt Marthaby Christopher Saltzman

Jessica hadn’t seen her Aunt Martha since she was an infant, but every year Jessica still got a birthday present from her. Of course, since Aunt Martha hadn’t visited with Jessica in so long, she was unaware of Jessica’s interests. Last year she had sent a long woolly sweater, which was in Jessica’s least favorite color—tangerine. The previous year, when Jessica turned nine, Aunt Martha sent her a large baby doll, but Jessica had outgrown dolls long ago.

“Dad,” complained Jessica, “doesn’t Aunt Martha understand I’m way too old for dolls?”

“She means well,” replied Jessica’s dad. “Besides, there are plenty of girls your age that still like dolls. How was she to know that you didn’t? You should understand that she is just trying to be considerate, and she has good intentions.”

“I know,” said Jessica. “It’s not the gift, but the thought that counts.” She was reminded of that every time she unwrapped a present from Aunt Martha.

So this year, when Jessica recognized Aunt Martha’s handwriting on the gift label of a present, she didn’t rush to open it. After the other packages had been unwrapped, it was time to find out what Aunt Martha had sent.


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Slowly, Jessica tore off the pink wrapping paper and then pulled out a narrow cardboard box. Inside the box was a translucent1

plastic tube with several holes in it. What could it possibly be? “What am I supposed to do with this?” wondered Jessica out

loud. “What is this thing anyway, Dad?” To Jessica’s surprise, her dad appeared quite interested in the

plastic tube. “It’s a bird feeder,” he announced, with delight. “Look, you insert one of these little sticks underneath each hole,” he pointed out. “These are perches, and then you put a wire through here so you can hang it from a tree. You fill it with seeds, and the birds stand on the perches and pull the seeds out through the holes.”

“Really?” doubted Jessica. “It doesn’t look like any kind of bird feeder I’ve ever seen.”

“Just you wait! It will be amazing!” her dad answered. “We can suspend it from that tree near the kitchen window, and then we can sit in the kitchen and watch the birds when they come to eat.”

Would the birds really come to eat seeds from a simple plastic tube? And if they did, what was so interesting about that? Her dad seemed to believe that it was a wonderful present. Jessica wasn’t so sure of that yet.

“I’ll bring a bag of seeds home tomorrow, and then we’ll get the feeder set up,” he said enthusiastically.

The following day, Jessica’s dad brought home a bag of sunflower seeds to fill the tube. He opened the tube, carefully poured in the seeds, and strung a wire through the top part of it. Then, he reached out the kitchen window and hooked the wire over a tree branch that was just outside.

1translucent: allowing some light to pass through


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“There!” he exclaimed proudly to Jessica. “Before long you’ll see plenty of birds right outside our window.”

Jessica pulled a chair up close to the window and sat down in anxious anticipation. She waited and waited. She sat there until dinner time, but not a single bird appeared. “I knew it,” she thought to herself, disappointed. “It’s just another gift from Aunt Martha that I don’t like.”

The next day when Jessica returned home from school, she didn’t even bother to look at the bird feeder. She went directly to the living room and got started on her homework. When she went into the kitchen for a quick snack, she happened to glance toward the window. To her surprise, she saw some movement outside.

She slowly approached the window to look more closely. There was a little brown bird taking a seed from one of the holes.

“Just one plain brown bird,” thought Jessica. “At least somebody likes Aunt Martha’s present.”


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She was starting back to the living room with her snack when she noticed another little brown bird arrive at the feeder, then another, and then another. Then two red birds landed on top of it. Then several black and yellow birds arrived. Suddenly, there were so many birds that there wasn’t room for them all on the perches that protruded from the plastic tube. The tree branches were filled with many different species of birds chirping and chattering and waiting their turn at the feeder.

“Dad! Hurry! Come quick!” called Jessica down the corridor. Jessica’s father rushed into the room, peeked out the window,

and grinned. “Beautiful, aren’t they?” he remarked.Jessica and her dad continued to watch the birds when

suddenly — swoosh! swoosh! — the perches were vacant, and the bird feeder was almost empty.

“Don’t go away, birds! Come back!” Jessica called.“I’ll get more seeds tomorrow, and then the birds will return,”

promised Jessica’s dad.“They were magnificent, weren’t

they, Dad? I’m going to write Aunt Martha a great thank you note! ”said Jessica. “The bird feeder turned out to be a fabulous gift. I wish I could take pictures of the birds.”

“Maybe Aunt Martha will send you a camera for your birthday next year,” said her dad.

Jessica smiled. “Maybe she’ll send me something even better—something I’d never expect!”


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The New Girlby Cathy Parker

Samantha walked slowly through the crowd of boisterous children in the school yard to the front entrance of the school. She was just beginning her second week at Wilson Elementary, and she still hadn’t made any friends yet. Not one.

Just ahead of her, Samantha spotted the same boy that she saw every day on her way to school. He usually walked with another, older boy. The first time she saw him, she thought he looked friendly. She tried to think of a way to initiate a conversation with him, but when he and the other boy turned around, they looked toward her and laughed.

“I suppose he’s not as nice as he appears,” thought Samantha to herself. She still saw the boy walking to school with his friend every day, but she didn’t attempt to speak with him again. She thought he might be the same age as she was, but she didn’t know for sure.

Samantha reached her classroom, sat down at her desk, pulled a storybook out of her book bag and began to read. Her classmates were laughing and chatting, but nobody spoke to Samantha.


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Everyone else had been in the same school since kindergarten, and they had grown up together. Samantha had friends like that, too, but she had left them when she moved. Now she was in a new city and a new school. She didn’t know anybody, and no one seemed to want to talk to the new girl.

All morning, Samantha sat at her desk and quietly completed her work. She raised her hand to answer a question and Mr. Lopez, her teacher, called on her. Most of the time, she was silent.

At lunch time, the entire class proceeded to the cafeteria. While they were waiting in line, one of the girls took a small ball out of her pocket and tossed it down to another girl. The ball didn’t land in her friend’s hands, but it hit her on the forehead instead. The boy standing in front of her laughed, then grabbed the ball from the floor, and he threw it to the front of the line. Then a few other kids started laughing and trying to catch the ball, too. Soon everyone in the class was laughing noisily, except Samantha. She wished she could participate in the fun, even though she understood that playing catch on the cafeteria line was against the rules. She just stood there staring glumly at her shoes.

“Children! Children! What’s all this?” demanded a tall woman. It was Mrs. Brady, the principal. The students were laughing so hard they didn’t hear her. “Children!” bellowed Mrs. Brady once more, and suddenly everyone was quiet.

“I am surprised at your behavior,” Mrs. Brady scolded. “Mr. Lopez will be very disappointed to hear about this incident, and the entire class will have to stay after school today. I’ll be expecting you in the library at 3:00.”


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The children stood there silently, and Samantha grew angry. Why was she required to stay after school, too? She hadn’t broken any rules, but Mrs. Brady had punished the entire class. That meant Samantha, too.

At 3:30, Mrs. Brady finally gave the children permission to go home. They exited the school in groups and pairs, all except Samantha, who was left alone. As she was crossing the playground by herself, she saw a boy bouncing a ball around the basketball court. It was the same boy she saw walking to school every day. Suddenly, he stopped bouncing the ball and waved at her. Samantha waved back shyly, as the boy approached her. “Hi, I’m Anthony,” he said. “You’re the new girl in school, aren’t you?”

“I guess I am,” answered Samantha, as she introduced herself. “I’ve seen you before. I noticed that you walk to school with your friend every day,” she said shyly.


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“I know,” replied Anthony, “but he isn’t my friend, he’s my older brother! He attends Harvey Middle School. Mom makes him walk with me to school because she doesn’t want me to walk alone. I always have to wait for him in the afternoon because his school is dismissed later than ours.”

“Oh,” said Samantha. “I got dismissed late today because my classmates misbehaved. The entire class got in trouble with Mrs. Brady and had to stay after school.”

“I heard,” said Anthony. “All the students in my class were talking about it. I’m in the other fifth-grade class, with Ms. Kim. We don’t cause trouble like you kids!”

“I should be in your class then,” Samantha giggled.“Hey, I have an idea,” he said quickly. “Why don’t you wait for

my brother with me, then we can walk home together.”“That’s an excellent idea,” Samanatha agreed.Suddenly the heaviness lifted from her shoulders. She playfully

grabbed the basketball from Anthony and passed it back to him. They played on the court while they waited for Anthony’s older brother. Samantha smiled as she realized that this was the first of many afternoons that the two friends would shoot hoops.


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Cousin Carmenby George Kiehl

“We’re going to visit Cousin Carmen,” Roberto’s mother said.Roberto’s stomach sank. He would have to spend the entire

Saturday afternoon sitting in Cousin Carmen’s stuffy apartment not touching anything. Cousin Carmen was fussy about dirt and neatness. Even the tiniest speck of dust did not escape her notice. In fact, in order to keep the dust out of her apartment, she rarely ever opened the windows.

The other thing about Cousin Carmen was that she collected objects—breakable objects. She had sets of delicate tea cups and drinking glasses. An array of glass picture frames covered her tables. Vases decorated every room. Assembled on a special shelf next to the piano sat the most breakable things—Cousin Carmen’s glass animals. Roberto loved to look at the animals, but he was careful to never, ever handle them. What would happen if he broke one by accident? He was terrified to think about the consequences.

“Hello, hello, my darlings,” greeted Cousin Carmen as she opened the door. “My, how you’ve grown, dear,” she exclaimed to Roberto, patting him on the head.


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Roberto wiped his feet with extra vigor on the doormat, tip-toed carefully across Cousin Carmen’s spotless white carpet, and sat down on the edge of the crisp blue sofa.

“Now, dear,” said Cousin Carmen kindly to Roberto. “I have two kinds of cake. Would you like chocolate or lemon?”

Cousin Carmen was known for making delicious cakes. It was worth visiting just to have a slice of the yummy treats that came from her kitchen. Chocolate was his favorite flavor, but then he imagined dropping a dark crumb on the snowy white carpet. “I’ll have lemon, please,” he answered quickly.

Cousin Carmen bustled off to the kitchen for the cake. “I think I’ll go help her,” said Roberto’s mother. “I’ll be back in a minute. Sit here quietly, and don’t touch anything.”

Roberto sat stiffly on the sofa, holding his feet out in front of him. He didn’t want the bottoms of his shoes to touch the white carpet. He sat and waited and waited, wiggling his toes in his tight shoes. His eyes surveyed the room. All he noticed were tea cups, fancy glasses, and china vases. Suddenly, his eyes fell upon the glass animal collection. There was something new there, bigger and more colorful than the other animals, but he couldn’t quite identify what it was. He needed a closer look.


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Slowly, Roberto lowered his feet onto the white carpet. Then, he crept carefully over to the shelf. Directly on the edge of the shelf, perched a multi-colored glass parrot. It was so shiny and colorful Roberto had to touch it. Slowly he extended a finger and touched the top of the parrot’s head. It was cold and hard. He ran his finger down the parrot’s smooth back, then . . . plop!

Roberto gasped. He was afraid to look, but when he did, the parrot lay at his feet. There was not a single scratch on it because the soft carpet had cushioned the fall. With a trembling hand, Roberto picked it up and set it back on the shelf, but his hand was shaking so much, the parrot slipped right off. This time it tumbled against the shelf below with a loud crash.

Roberto looked down and saw the shelf covered with pieces of broken multi-colored glass. He recognized part of the yellow beak and pieces of the red wings. Now what could he do? Desperately, he tried to gather up the pieces. There were so many little ones that he couldn’t get them all. Where would he put them? Anyway, Cousin Carmen was sure to notice that the parrot was missing. Surely she would realize that it was Roberto’s fault. What could he do?


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“Here you are, dear,” said Cousin Carmen cheerily, as she entered the room with a plate of cake. She stopped short when she saw Roberto’s ashen face and shaking hands. Then she saw the brightly colored pieces of broken glass.

“I see you discovered my parrot,” she stated slowly. “It was a present from an acquaintance.” She paused. “Do you know what? I didn’t particularly like it, because it had a mean expression.” She scrunched her face up into an exaggerated grimace, trying to encourage Roberto to laugh. He managed a smile.

“There, there, dear,” she said. “It was just a silly thing. It did not even match the other animals in my collection. The important thing is you came to visit me. Now sit down and enjoy some cake!”

Roberto sat on the couch and hugged Cousin Carmen. He savored the large slice of lemon cake and asked for a slice of chocolate, too. When he picked up the fancy glass to take a sip of milk, his hand didn’t tremble at all.


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Section 4

Benchmarks

Cause and Effect

Benchmark LA.E.2.2.1The student recognizes cause-and-effect relationships in literary texts.

Author’s Purpose


The student identifies the author’s purpose in a simple text.

Contents


Passages The Big Steal Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Pink Dolphins Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105

Alien Invasion Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Cipitillo’s Mischief Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

The Trail of Tears Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119


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The Big Stealby Teresa Mullen

Her team won again, but Yongmi was unhappy. She shuffled toward the edge of the soccer field where her grandmother stood waiting. She heard a group of girls laughing behind her, and she was certain they were laughing at her.

Turning around, Yongmi saw Ana running toward her. “Hey, I’ll see you tomorrow at school,” Ana said, smiling. She squeezed Yongmi’s hand and ran back to the giggling girls.

Yongmi ran to her grandmother who was sitting in the stands. The two then walked slowly to the bus stop.

“Grandmother, I’m quitting!” Yongmi announced. “It’s the second game, and the coach hasn’t put me in for one single play. I’m sick of it! All we do in practice is run, and then we do drills. Plus, I’m just no good, and everyone’s laughing at me.” A tear slid down Yongmi’s face.

“You know, in Korea I worked all day on our farm, and my mother never allowed me to quit. You need to keep trying,” Yongmi’s grandmother said.

“We’re not in Korea! I’ve never even been to Korea!” Yongmi sobbed angrily as her grandmother tried to comfort her.


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Grandmother didn’t say anything during the bus ride home. In the tiny apartment kitchen, she prepared dinner and set Yongmi’s dinner plate on the table. The two of them ate in silence. Yongmi felt embarrassed. She knew that she had upset her grandmother when she yelled at her after the game.

Just as Yongmi was about to apologize, Yongmi’s mother burst through the door. She had a flustered expression on her face and dark circles under her eyes.

“Daughter, you are so late! Sit down and eat dinner,” Grandmother said as she put another dish of food on the table.

“I can’t. I’m late for my English class,” Yongmi’s mother replied, rushing to search for her English books.

“You must eat. You look horrible. Why are you so late?” Grandmother asked, as she led Yongmi’s mother to the table.

“I am late because I don’t speak English well enough!” Yongmi’s mother exclaimed. “I didn’t understand what the boss wanted me to do. He told me to transfer papers, and I thought transfer means to make a copy! I had to do it all over again!”

“What does transfer mean?” Grandmother asked. “It means to move something from one place to another, I think.”

Yongmi said.“Yes, that’s it, I spent the whole afternoon moving papers from

one file cabinet to another! I have to go, or I’ll miss the bus.”


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Yongmi didn’t have a chance to talk to her about quitting soccer. Her mother looked so tired and frustrated, but she kept going. She didn’t quit. She worked all day and studied at night. She did all of this so that her family could have a better life. Yongmi was so proud of her mother, that she knew she had to try harder as well.

Later that week, Ana and Yongmi practiced passing the soccer ball during recess. Ana taught Yongmi a few tricks that would help her pass the ball with better accuracy. Yongmi worked extra hard at soccer practice. She soon found that running was a lot easier. Yongmi even managed to score a goal during one of the practice drills. Her coach gave her a pat on the shoulder and told her to keep up the good work. Yongmi tried hard not to break into a huge grin.

When game day rolled around, the coach called the starting players onto the field. Yongmi stood alone on the sidelines again. Instead of looking sad, Yongmi cheered for her team loudly.

It was a good game. The other team was tough and played aggressively. Each team had made one goal. Suddenly the ball was loose, and two players ran for the pass at the same time. They crashed into each other, and Yongmi’s teammate crumpled to the ground. The coach ran to bring the limping girl off the field.

“Yongmi, you’re in,” the coach hollered.Yongmi ran onto the field to take her position. Her palms began

to sweat. Her heart was beating quickly, even though she hadn’t even started playing yet! Yongmi flew up and down the field. All the extra running in practice paid off—she never even got tired.


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Suddenly, the girl in front of her bobbled the ball. With a quick move that Ana had taught her, Yongmi stole the ball!

“Yongmi!” Looking up, Yongmi saw Ana standing alone directly in front of the goal. She concentrated hard on the pass and sailed the ball toward Ana, who kicked it straight into the goal! The referee blew his whistle. The game was over, and Yongmi’s team had won!

“That was an amazing steal!” Ana congratulated Yongmi.Yongmi searched the sidelines for her grandmother. She ran and

practically knocked her over as she threw her arms around her. “Grandmother! I’m sorry I was disrespectful after the last game.

Thanks for not letting me quit,” Yongmi said.“Yongmi, you did great! You were able to transfer the ball

perfectly!” Grandmother said with a twinkle in her eye. Yongmi and her grandmother walked to the bus stop. This time

they held hands the whole way.


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BRAZIL

Amazon Jungle

BOLIVIA

PERU

EQUADOR

COLOMBIA

FRENCHGUYANA

GUYANASURINAME

DeltaAmacuro

AtlanticOcean

PacificOcean

VENEZUELA

Amazon River

Orin

oco River

Pink Dolphinsby Jody Chin

Have you ever heard of a bright pink dolphin? Believe it or not, the Amazon River dolphin, or the boto, is bright pink! The Amazon River dolphin lives in the cloudy waters of the Orinoco River and the Amazon River in South America.

The Orinoco River runs between the countries of Colombia and Venezuela, then

passes through the jungles of Venezuela before flowing into the Atlantic Ocean. The Amazon River is the world’s widest river. More fresh water runs through the Amazon River than any other river on earth. It is amazing to think that it starts as tiny streams in Peru and flows nearly all the way across South America.


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Like all dolphins, the boto is a mammal and is born with hair. Most dolphins lose their hair when they mature. The adult boto has stiff, hairy whiskers at the end of its long, snout. It uses these whiskers to feel around on the bottom of the river waters and search for fish to eat.

Botos do not have a fin that sticks out of the water. Instead, they have a large hump down their spine. Botos have two

flippers. They can move one flipper forward and the other one backward at the same time. Because of this, the boto can turn quickly and move around trees in the Amazon jungle when the river floods its banks.

The pink color of the boto’s skin is the one feature that stands out the most. Botos can be any shade of pink, from pale to bright pink.


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There is still much to learn about the boto. There are a range of thoughts as to why its skin is pink in color. One belief is that the blood in the boto’s tiny veins can be seen through its thin, clear skin.

The boto uses echolocation, or sound waves to fi nd food sources and communicate. Dolphins send out sounds from the large part on the top of their heads. The sound waves travel through the water, bounce off objects, and refl ect back to the dolphin’s mouth and ears. The sound waves tell the dolphin the size and location of the object. They also tell if the object is moving and the speed of the object. Amazon River dolphins need this to look for food and

fi nd their way through the muddy river waters.

The Amazon River dolphin is a rare animal and is in danger of dying out. Some people hunt the boto, but many of those that live along the Amazon River believe that it is a magical creature with special powers.

There are many folk tales of how a boto saved a man from drowning. Some native people believe that if they hurt a boto, their family members will have health problems. Therefore, these superstitions often help protect the animal and prevent people from hunting them.

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Student Name

There are other reasons that the boto is in danger. Many dams are being built in the area. These dams use water to generate electricity, which helps power remote regions. These are called hydroelectric dams. The dams are good for the people, but they close the river and may trap the dolphins. The pollution from agricultural and industrial progress along the rivers causes health problems in botos.

Also, some botos are caught by accident in fi shing nets. Others are specifi cally captured for aquariums.

If the world can fi nd the balance between progress in the region and the safety of the boto, future generations might have a chance to see this amazing pink dolphin.


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Alien Invasionby Marc Daniker

It’s time to grab my gear and run! A frightening invasion has just begun!An alien has come to live with us—it requires peace and quiet or it will make a fuss.

It has a tiny . . . but gigantic headthat often turns purplish red.It peers at me through enormous eyes.People say it’s cute—Really? This alien disguise?

From its mouth, the creature spews white glop.I shudder at the sight and beg for it to stop.The invader produces a truly nasty smellThat makes me pinch my nose and run and yell.

I stare at its devious, toothless grinand its wrinkly . . . but strangely soft skin.He’s dangerous! I keep warning my mother, but she keeps on kissing my baby brother.


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Cipitillo’s Mischiefbased on a folk tale from El Salvador

“I don’t want to go to bed yet,” Emilio whined. “The party’s still going on. The Delgados and the Rosados haven’t left yet.”

“Emilio, it’s way past your bedtime,” his mother replied, as she swept him up and carried him to his bedroom. “The other children are at home with their sitters. I’m sure they are all in bed,” Emilio’s mom said, as she pulled a pajama top over his head.

“I . . . I—I’m hungry, Mom,” Emilio complained, trying to find any reason to stay up for a few more minutes.

“There was plenty of food at the party, Emilio. If you didn’t eat enough, it’s your fault. Besides, you’ve already brushed your teeth. Now hop into bed,” his mother said sternly.

“Tell me a story, Mom. You always tell me a story before I go to sleep,” he said as he turned to his mother with a sheepish smile.

“Emilio, I have guests waiting for me. Now be a good boy and go to sleep,” she said. By hearing the tone of her voice, Emilio knew that his mother was losing her patience.

“Just a short one, please,” he begged. “I can’t sleep without a story. Tell me something I have not heard before.”


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“I’ll tell you a story,” his mother said, getting up to leave. “There once was a boy named Cipitillo, the son of the Queen of the Moon.

“I know that story, Mom! El Cipitillo is trapped as a boy forever, and at night he teases naughty children. That one’s boring. Tell me one I don’t know,” Emilio interrupted. His mother didn’t like his rude tone and abruptly ended the storytelling session.

“Well, beware,” she said. “The way you’re behaving, Cipitillo is probably lurking very near. Stay in bed!” And with that declaration, she switched off the light and left.

Emilio was tired, but it wasn’t fair that he had to go to bed with a party downstairs. Looking out the window, Emilio began to think about Cipitillo. It would be great to be a boy forever, he thought dreamily.

Emilio remembered his mother’s descriptions of Cipitillo from her stories. His mom had said that Cipitillo would forever be seven years old.

And ugly! Cipitillo’s skin was gray because he loved to play in the ashes of old fires. He had a huge pointed chin with a hairy wart at the end of it. He had tiny, beady black eyes, and a large mouth. His thin lips failed to cover his red, swollen gums. Of course, Cipitillo’s teeth were rotting, and many were missing. Emilio was sure his mother had added that part to the story to make sure that he would brush his teeth every night.

Emilio thought that the most interesting thing about Cipitillowas the fact that his feet were set backwards on his legs. With his toes pointing backwards, Cipitillo’s footprints always led in the opposite direction from where he actually walked. No one could follow Cipitillo because he could leave misleading trails to people’s doors.


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Thinking about Cipitillo, Emilio had almost dozed off. Suddenly he was jolted awake by the high-pitched giggle of another child. Didn’t his mother say that there were no children left at the party? Then, Emilio heard scampering footsteps outside his door. He decided to investigate.

Rounding the corner to the kitchen, he saw a small shadow disappear. Without even thinking, Emilio ran down the hall in pursuit of the new guest. He didn’t notice the gray footsteps that led to his room, left by the small shadow fleeing in the opposite direction.

When Emilio peered into the kitchen, the room was dark. No one was there. Everything looked just as it was before. Emilio noticed that the door to the wood burning stove was open, and there was a pile of ashes on the floor. Emilio walked toward the stove to close the door. All of a sudden a boy, about Emilio’s size, jumped out from behind the stove and screamed, “Surprise!”

Emilio was so startled by this sudden vision that he jumped backwards and fell on his bottom. The small figure was quickly standing right beside him and peering down at him with a large grin that revealed a full row of rotting teeth.

“What a naughty boy! Mommy said ‘go to bed’ and from your room you have fled! Naughty, naughty boy!” the creature chanted.

Before Emilio could get up from the floor, the fat boy scooped up a handful of ashes and threw it in Emilio’s face. Emilio wiped at his eyes wildly. When he could open them again he saw the little person dancing on the kitchen table. He was pouring honey onto the floor!


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“You want something good to eat? Clean the kitchen nice and neat!” the stranger sang as he emptied the bottle of honey, and licked his fat, grubby little fingers. “Who are you?” shouted Emilio, unable to grasp what was happening.

“Although in me you do not believe, nighttime mischief I do weave!” the figure replied. He then jumped from the table to the floor and grabbed a box of oats and dumped it on top of the honey.

“What are you doing? You’re making a mess! Get out of here!” screamed Emilio.

As suddenly as the little figure had appeared, it was gone. Emilio blinked. Had he been dreaming? When he saw the mess on the floor, he knew that it hadn’t been a dream. Quickly, he wiped the floor furiously with a sponge and ran up to his bedroom. He trembled under the covers. Although he could hardly believe it, he realized who the boy was that had teased him in the kitchen.

Early the next morning, his mother thrust open the door to his room. She stood inside the door frame with her hands firmly planted on her hips. She did not look pleased with him at all.

“Emilio, who ate all the honey and oats last night?” she asked with a stern and angry voice.

Emilio sat up in bed, suddenly remembering the peculiar events from last night.

“Mom, you’re not going to believe it. It was Cipitillo!” Emilio blurted out.

“Oh, yeah?” his mother scoffed. “Then why do the tracks lead right to your door?” she asked, pointing to the footprints of ash leading to Emilio’s room.


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The Trail of Tearsby Randall Stauch

Picture your family living on the same piece of land for more than two hundred years. Your father, your grandfather, and your great grandfather all farmed this land. Now, imagine that the President of the United States gave your land to someone else, and your family is ordered to leave and move a thousand miles away. This is exactly what happened to the Cherokee Nation in one of the saddest events in U.S. history, known as the Trail of Tears.

The Tension Rises

In the 1820s the United States was growing quickly. Settlers came in search of good farmland. All around the new nation tensions rose between the Native Americans and the new settlers.

To resolve these conflicts, the Cherokee clans from four states united to form the Cherokee Nation. They chose a council similar in form to the U.S. Congress. In 1827 the Cherokee National Constitution was passed. It outlined the rights of the Cherokee as citizens of an independent nation.

This did not calm the settlers. They felt that the new Cherokee Nation posed a great threat to them. The new settlers wanted the Native Americans out of their region. They began to complain to their government. The tension between the settlers and the Cherokee increased when gold was found in Georgia in 1829. Settlers came looking for riches. In the process, they destroyed Cherokee land.


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A Dirty Deal

In 1830 President Andrew Jackson passed a law called the Indian Removal Act. This law stated that all Native Americans in the southeastern United States would be moved to what is now known as the state of Oklahoma.

Inside the Cherokee Nation, a group of men disagreed with the Cherokee Chief, John Ross. John Ross did not want to leave the Cherokee Nation land. The other group believed that the Cherokee should move without a fight. They met with the U.S. government in secret. They signed the Treaty of New Echota and agreed to move the Cherokee Nation.

The Cherokee Council did not sign the Treaty of New Echota. Chief John Ross did not accept the agreement. Only the government of the U.S. agreed to the terms of the treaty. Soon after, Georgia began holding lotteries to give away the Cherokee Nation’s land.

Hoping to stop the relocation, Chief John Ross sent his friend, Chief Junaluska, to Washington, D.C., to meet with the president. Andrew Jackson agreed to meet with Junaluska because he saved the president’s life during a battle in 1814. Unfortunately, the chief was treated coldly. Junaluska gave a speech explaining that the Treaty of New Echota was not legal. Afterwards, President Jackson said, “Sir, your audience is ended. There is nothing I can do for you.”


Tahlequah

ALABAMA

Other major routes

Land route

Trail of Tears National Historic Trail

Water route

GEORGIA

TENNESSEE NORTH

OKLAHOMA

CAROLINA

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The Forced March

In 1838, the United States Army began to round up the Cherokee Nation to move them to Indian Territory. Men were arrested and locked up in forts. Women and children were dragged from their homes—often times barefoot and without any of their belongings.

That year, 17,000 Cherokee were forced to march over 1,200 miles to the new land. Those that left in the summer fell ill from diseases in the hot camps. They died of thirst and heat exhaustion. Chief John Ross pleaded with President Jackson to wait for cooler weather. Many did not survive.

The cooler weather also caused problems. Many of those who marched through the fall and winter died of pneumonia; others froze to death. Sadly, it is believed that over 4,000 graves line the Trail of Tears.


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The Cherokee Nation Survives

The Cherokee Nation moved to its new land in Oklahoma in 1839. Only one of the men that signed the Treaty of New Echota survived the move. Chief John Ross served as Chief of the Cherokee Nation until his death in 1866.

SE

AL

OF

THE CHEROKEE

NA

TIO

NSEPT. 6, 1839

Today, the Cherokee Nation is the largest Native American group in the United States. They have many booming businesses that employ thousands of their members. They have schools that keep the Cherokee language and customs alive for the future. Each year in Tahlequah, over 80,000 Cherokee members gather to mark the Cherokee National Holiday.

The United States recognizes this tragic event in history. The National Park System built 16 parks along the Trail of Tears. The Trail of Tears National Historic Trail stretches 2,200 miles. These parks honor those that died during the long journey to their new land.


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Section 5

Benchmarks

Comparison and Contrast


The student recognizes the use of comparison and contrast in a text.

Similarities and Differences

Benchmark LA.E.1.2.3

The student knows the similarities and differences among the characters, settings, and events presented in various texts.

Author’s Purpose


Contents

Explanation of Skills for the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Passages City Cousin Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

The Three R’s Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

Glorious Gobs Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Best Friends Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Hunters in the Air Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . 147


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Get Ready to Take On the In this section, you will be answering questions based on the skills below.

Comparison and ContrastYou can fi gure out how two things are alike and different, when you compare and contrast them. To fi nd a comparison in a passage, look for clue words such as like, just as, and both. Words and phrases such as but, however, and instead may explain a contrast.

Similarities and DifferencesStories are made up of characters, settings, and events. These parts of a story are connected. It is important to look at the similarities and differences between characters, settings, and events. Identifying these similarities and differences can help you to understand the story better. For example, suppose you read about a boy who in the beginning of a story does not want to play on a team. At the end of the story, the boy joins a team. How did the boy change? How is he different at the end of the story? How is he still the same?

Author’s PurposeKnowing an author’s purpose can help you decide what an author is trying to say to his or her audience. An author writes to tell a story, to give information, to tell how to do something, or to convince the reader about something.

126 Test Preparation and Practice for Reading and Writing+ • Grade 5

Tip■ Always read the

questions and answer choices carefully.

■ When you choose the answer to a question, make sure to fill in the bubble completely.

FCAT

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City Cousinby Ellen Braithe

Donald pulled the blanket tightly to his chin. He was shivering even though the July night was warm. As his eyes adjusted to the dark room, he could just make out the shadow of the desk and the chair.

At home, streetlamps, headlights, and the lit windows of nearby apartments shone brightly at night. Here in the country, there was just the pale light of the moon. In the city, there was the constant noise of cars and buses, neighbors shouting to each other from across the street, and sometimes the distant wail of a siren. Here, it was just the sound of crickets.

Donald heard a low rumble coming from the next room, and he pulled the blanket tighter. What could it be? Then he realized it was just his cousins snoring. Sighing with relief, he closed his eyes sleepily. Suddenly, he jerked them open. What was that scratching noise? Startled, he looked towards the window and saw that the noise came from the tree branch tapping against the window. Just as he was closing his eyes again, a shrill yowling came from outside his window. Donald sprang out of bed, slammed the window shut and locked it. Back in the safety of his bed, he cowered beneath the blanket. It was a long time before he fell asleep.

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When Donald awoke the following morning, he heard the sounds of his cousins already devouring their breakfast. He fumbled his way through the corridor and down the stairs to the kitchen. At home, he lived in an apartment, and all the rooms were right next to each other, but this house seemed to continue forever.

Motioning Donald to a chair, his Uncle Mo greeted him heartily. “Good morning, Donald! I hope you slept well. Waffles are coming right up,” he promised.

Donald glanced around the table, and he saw his aunt and all five of his cousins. At home, he had breakfast with just his parents. The breakfast table here was crowded and full of animated conversation. It felt unfamiliar and strange.

“Did you sleep well, Donald?” inquired Aunt May.“Yes, well, sort of. It was so dark and quiet last night, and then I

heard something weird. Is there an animal or some kind of monster in your backyard?”

“A what?” asked Aunt May, confused.“Something yowled outside my window last night,” explained

Donald. “I have no idea what kind of thing could make a sound like that. I can’t even imagine what it was.”


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Laughter burst out around the table. He certainly didn’t think a monster was anything to laugh about.

“You must mean old Ginger,” said his cousin Marcus. “Look at that lazy cat lying over there. She’s no monster. Why, she’s too lazy to chase even a little mouse. She has some powerful lungs though.”

Donald looked where Marcus was pointing, and he saw a fat orange cat napping peacefully in the sunlight. She looked harmless.

“That old Ginger,” laughed Marcus. “She sure does make some noise if we forget to let her in at night. That cat has a temper!”

Donald didn’t tell his cousins that he had never heard a cat make such a sound before. At home, his cat Snowflake purred most of the time, and she never ventured outside.

“Let’s start your first day in the country,” said Uncle Mo. “What would you like to do?”

Donald didn’t know what to say. Everything here seemed so different and strange from the things at home, but he thought it would be impolite to say so. Fortunately, his cousin James responded, “I know what Donald wants to do. You want to go swimming, right, Donald?”

Donald enjoyed swimming very much. At home, he often went to the neighborhood swimming pool near his house. “Is there a swimming pool near here?” he asked.


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“Swimming pool?” laughed Marcus. “We’ll show you something better than some old city swimming pool. Let’s get our swimming trunks on and head out.” Donald was afraid all over again. What could Marcus mean?

A few minutes later, Donald and his cousins were walking down a wooded footpath. Around the bend bubbled a sparkling stream. With whoops of joy, his cousins dropped their towels and splashed into the water. “Come on, Donald!” they called. “Jump in!”

Donald stood at the edge of the stream, and he saw that it was filled with leaves and sticks. He thought that there might be fish with giant teeth in there, and maybe the bottom would be covered with slimy mud. He thought of the clean clear water in the pool at home, and tears filled his eyes.

“Hey, Donald, what are you waiting for?” James said playfully as he splashed water on his cousin.

Donald edged his way to the stream. Suddenly, he slipped and fell right in. He felt the fresh water surround him. It was colder than the water in the pool at home, but it felt so good. His feet brushed the smooth, pebbly bottom. To his relief, no fish bit him.

He heard James laughing. Suddenly James splashed water on Donald’s head, so Donald splashed back. At home, he didn’t have relatives to play with. In that moment, he realized that he was going to have a lot of fun with his cousins. Then he laughed out loud.


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The Three R’sby Martin Suggs

When you take your lunch to school, how much of it ends up in the trash? Even if you eat every last bite, you probably still have something left over for the trash can. Paper napkins, glass juice bottles, and plastic forks and knives all add up to a lot of trash. Where does all this trash go?

Most trash ends up in a landfi ll. That means a lot of space must be set aside just to hold our trash, and the need keeps growing. We use a lot of paper products, plastic and glass containers, and metal cans. Often, we use these things once, then we throw them away. We have to use up precious natural resources, such as trees, to make things like paper napkins. A great deal of space is also needed to throw them away. All of this is harmful to our environment, but we can do something about it. We can waste less by following the “three R’s”—reduce, reuse, and recycle.

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Reduce

Reducing means creating less trash. For example, it takes less cardboard to make a large box of crackers than it does to make several smaller snack-size boxes. You can reduce waste by buying the large box and dividing it into smaller portions yourself. You can buy a large bottle of juice and pour it into smaller, reusable containers for your school lunch. Most food comes in both large and small containers. Choosing the large container creates less waste.

Reuse

Many things can be used several times before you have to throw them away. We are used to drinking from a plastic cup just once and then throwing it into the trash. You can wash that cup and use it again. The same can be done with plastic forks and spoons. You can also pack your lunch with things that are meant to be used again and again. You can use a cloth napkin instead of a paper one. A thermos is a great way to bring juice or soup for lunch. Reusable plastic containers are perfect for sandwiches and salads. All of these things can be washed and reused many times.

Be creative! You can find many ways to reuse things. For example, you can use old newspapers or magazines as wrapping paper. Decorate old cans and use them as pencil holders. Shoeboxes are the right size to hold photographs or CDs. Take your shopping bags back to the store and use them again. Some stores will give you a few cents’ credit for reusing bags.


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Recycle

When things are recycled, they are put through a special process that allows them to be used in new materials.

You can put many things into the recycling bin instead of the trash. Newspapers and office paper, plastic and glass bottles, and metal cans are things that we commonly recycle. Sometimes other things such as magazines, cardboard boxes, old books, and plastic bags can also be recycled. These things are taken from your recycling bin to a recycling center. They are sorted at the recycling center, then they are sent to special recycling factories.

At the factories, each type of material gets a different sort of treatment. Paper is mixed with water to make pulp. The pulp is used to make more paper. Plastic bottles are cleaned, and then melted. The melted plastic is used to make little balls called pellets. These pellets are used to make new bottles, toys, fleece, and many other things. Glass bottles are broken up into tiny pieces and mixed with other materials. Then this mixture is melted and made into new bottles. Aluminum cans are also melted, then they are made into new sheets of aluminum. These sheets are used to make new cans.


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Do Your Part

Recycling is important. People in the United States use a lot of plastic bottles, but we only recycle one out of every four bottles that we use. After you drink your juice, don’t throw that bottle away. Recycle it! When you read a magazine, don’t forget to recycle it when you are finished. When you buy something, check the package. Is it made of recyclable material? Good! Is it made from recycled materials? Even better!

At lunchtime, remember the three R’s. To keep yourself healthy, you should always eat a nutritious and delicious lunch. When you pack your lunch, think about the health of our natural environment, too. Pack your lunch with things that you can recycle. Pack it with things that you can reuse. Try to put more things into the recycling bin and fewer things into the trash. Then you are doing your part to protect the well-being of our environment.


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Glorious Gobsby Lawrence Ryden

Mom says that vegetables are good for me, but I’m afraid that I must disagree. Candy is better. I know it’s true!Because bubble gum helps me learn how to chew.

You need only suck on a sweet lollipop,to forget all the broccoli you have to chop.Rock candy looks like beautiful glass,while a green salad tastes like wet grass!

Mints are healthy, and like peas, they are green.I’m sure there are vitamins in a jelly bean.All day I can gnaw on a giant jawbreaker,but to eat some squash . . . I’d prefer a better flavor!

A rope of licorice is truly handy,but spinach tastes all gritty and sandy.Taffy is gooey, sticky, and sweet, butplease don’t make me eat that slimy beet!

Give me candy in great glorious gobs! Um . . . Mom, can you tell me why my back tooth throbs?Tomorrow, I’ll sit in the dentist’s chair.Looks like I have a few cavities that need repairs.


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Best Friendsby Stephanie Lopez

Maya and Laura were best friends. They were neighbors ever since they could remember. They were in the same grade at school, and every day since kindergarten they had walked to school together. They did almost everything together, too.

Maya and Laura were so much alike that people thought they were sisters. They both had brown eyes and straight dark hair, they both liked the color blue, and they both preferred strawberry ice cream. Maya and Laura went everywhere and did everything together. Sometimes people remarked, “There go the twins.”

Often on the way home from school, they stopped at the ice cream store. They always ordered strawberry. One day when Laura had asked for her usual treat, Maya did something different.

Maya said, “I’ll have chocolate chip, please.”“Maya, what’s the matter?” asked Laura, astonished. “You

always order strawberry ice cream. It’s our favorite flavor.”“I know,” said Maya. “Today, I wanted to try something new.” Sometimes Maya wanted to try something new, but Laura was

never like that. She always liked things to be the same.


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It was like the time Maya painted her bedroom. Maya’s bedroom had blue walls, just like Laura’s.

One day Maya said, “My mother and I are going to the store. I’m tired of blue walls, and I want to try something different.”

“But blue is our favorite color,” remarked Laura, dismayed.“I know,” said Maya. “You don’t have to tell me what my

favorite color is. I just want to try something new.” She selected a bright sunshiny yellow. Laura admitted that it was

a nice color, but she wouldn’t want it on her bedroom walls. Her walls had always been blue, and she liked them that way.

Another difference between Maya and Laura was their birthdays. Maya’s birthday was in April. She was just a little over three months older than Laura.

On the morning of Maya’s eleventh birthday, she knocked on Laura’s door shortly after breakfast. “Guess what I got for my birthday,” she teased when Laura opened the door.

Laura looked outside and saw a shiny blue bicycle. “Isn’t it beautiful?” beamed Maya. “I’ve been riding it all morning, and I brought it over here for you to try. You can borrow my helmet, too.”


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Laura hesitated. She had not been on a bicycle in years—and the last one had training wheels. What if she fell and scraped her knee? “I don’t think so,” she said. “You ride it. I’ll wait for you.”

Maya rode off on her bicycle while Laura waited for her in the yard. She waited until she got bored, then she went inside and waited some more.

After that, things changed. Maya rode her bicycle all the time. She still walked to school with Laura, but as soon as they got home in the afternoon, she jumped on her bicycle and took off. She always invited Laura to ride with her.

“Come on, Laura, just get on, and I’ll show you how it works. Your mom said that your sister’s old bicycle is still in your garage. Let’s bring it out, and I’ll show you how to ride it,” suggested Maya.

“No, thanks,” said Laura. “I’d rather walk.” So Maya rode off by herself, and Laura stayed home.One day while they were walking to school, Maya told Laura, “I

rode my bicycle to the recreation center yesterday. They’re giving an art class for kids after school, so I signed up. It starts today. You could take the class too, if only you could ride a bicycle.”

The recreation center was too far from their street to walk, and there was nobody to drive Laura there. She wished she could take the art class with Maya, but she had no way to get there.


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Laura spent another lonely afternoon at home while Maya attended art class. She went to the garage and examined her sister’s old bicycle. She touched the handlebars and rang the bell. Then, without thinking about it, she wheeled the bicycle out to the sidewalk and put her sister’s old helmet on her head.

She got on the bicycle, as she had seen Maya do, and started peddling down the sidewalk. Suddenly—thump!—she was on the ground. Luckily, she had landed on the grass and didn’t even scrape a knee. She picked herself up and got back on the bicycle. All afternoon, she practiced riding until she could go down the block without falling at all.

“Hey, Laura! Look at you!” She heard Maya’s voice behind her.“Yeah, look at me!” exclaimed Laura. “I can ride a bicycle!”“So, will you come to the art class next week?” asked Maya.“Yes!” said Laura, grinning from ear to ear. “I’m sure it will be

fun! I’d like to try something new for a change!”


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Hunters in the Airby Ben Lee

If you sit by a pond on a sunny day, you may see dragonflies and damselflies darting about above the surface of the water. Some people admire these insects for their delicate beauty. Others fear their bites and stings. What is the truth about these insects?

The first thing to learn about these insects is that they do not bite or sting. They do not bite or sting humans, that is. However, there are some animals that have every reason to be afraid

of them. In the natural world, dragonflies and damselflies are fearsome predators. They go after flying insects such as mosquitoes, deerflies, butterflies, and moths. Their two sets of wings can move independently of each other, and this gives them the ability to hover in the air, make sharp turns, and even fly backwards. They also fly very fast. Some can reach speeds of 35 miles an hour or more. When they spot their prey, they can get to it almost instantly.


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In addition to their special flying abilities, these insects have special eyes that help them find their prey. Their large eyes enable them to see things to the side as well as things in front of them. It is difficult for a flying insect to hide from a hungry dragonfly or damselfly!

Dragonflies and damselflies are closely related and are similar in many ways. When you see one of these creatures flying by, how can you tell if it is a dragonfly or a damselfly? The easiest way is to look at how the animal holds its wings while at rest. Does it hold them out to the side? Then

it is a dragonfly. If its wings are folded back, it is a damselfly. If you can, take a look at its eyes. A dragonfly’s eyes are so large that they seem to cover its entire face. Damselflies’ eyes are a little smaller, and there is usually a space between them.

Both insects are usually found flying near ponds or streams. Dragonflies, however, can fly farther distances than damselflies. Therefore, you might also find them in woods and fields far away from water. A damselfly, on the other hand, will almost always be found near a body of water.


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Both insects begin their lives under the water when eggs are laid in a pond or stream. The babies, called nymphs, do not leave the water until they become adults. The nymphs are not nearly as striking as the adults. These babies, however, can hunt as skillfully as the adult dragonflies and damselflies.

The nymph hides in the underwater shadows, waiting for its prey to swim near. It has a special lip that it can stretch out to catch its dinner. It eats small animals such as water

insects, tadpoles, and even small fish. When one of these animals swims near, the nymph stretches out its lip, grabs its prey, and eats it.

The nymph lives underwater for months. As it grows, it sheds its skin. Each time the skin is shed, a larger nymph crawls out. Finally, one spring day, the nymph leaves the water. It crawls up the stem of a plant and sheds its skin one last time. This time, an adult insect with transparent wings and a shiny colorful body will emerge.


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After shedding its skin, the new adult rests on the stem for several hours. Finally its wings are dry, and it is ready to take flight. High into the sky it flies, seeking out its prey.

Adult dragonflies and damselflies spend the summer months flying near the water as they hunt insects in the air. While these insects seek out their meals of mosquitoes and deerflies, they have to be careful not to get eaten themselves. They are considered to be a tasty treat by birds, frogs, and even other, larger dragonflies and damselflies. They can also

get caught in spider webs. As nymphs, they are hunted by fish, frogs, toads, and other water animals. They are both predator and prey.

As the end of the summer draws near, so too do the lives of that season’s dragonflies and damselflies. They do not live through the winter. Before the summer’s end, the adults lay their eggs in ponds and streams. The following spring, a new generation of dragonflies and damselflies will crawl out of the water and begin their life speeding through the air.


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Section 6

Benchmarks

Reference and Research Information

Benchmark LA.A.2.2.8The student selects and uses a variety of appropriate reference materials, including multiple presentations of information such as maps, charts, and photos, to gather information for research projects.

Author’s Purpose


Contents

Explanation of Skills for the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

Passages The Dust Bowl Migration Nonfiction . . . . . . . . . . . . . . . . . . . . 155

The Moon Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160

My Hidden Place Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166

On Your Mark, Get Set, Go! Nonfiction . . . . . . . . . . . . . . . . . . .168

The Great Sun King Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . 174


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1drought: a long period of time with little rain or no rain at all

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The Dust Bowl Migrationby Mary Wilson

Between 1930 and 1940, over half a million people from Oklahoma, Arkansas, Kansas, Missouri, and Texas migrated to California. This was the largest American migration ever.

In 1929, the whole world entered into a great economic depression. There were very few jobs anywhere. Also at this time, the southern plains suffered an almost decade-long drought.1

The southern plains became known as the Dust Bowl. It was impossible to grow crops since

they just blew away during the dust storms. The farmers were unable to pay their bills. Large banks foreclosed on the farms, taking the land, and auctioning off all the equipment because the owners couldn’t pay their debts to the banks.

Without homes or jobs, families began to travel to California with hopes of fi nding jobs. Families loaded all of their belongings onto trucks and cars and headed west.


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Thousands of people traveled along Route 66 to California. The road was long and difficult. Most families traveled in old, unreliable vehicles. The travelers had to pass over mountains and deserts. The families camped along the road each night as they drove to California.

Once in California, the traveling families usually did not find the improved conditions that they had hoped to find. The people of California were worried because so many new people were moving into their state. They did not welcome the

newcomers. Many Californians were prejudiced against these families from Oklahoma and Kansas and called them names.

The migrants moved up and down the state of California because they could not find steady jobs. The big farms advertised for workers when their crops were ready to be picked. Since there were a lot of people looking for jobs, the farmers could hire many people, pay them less, and get the crops picked faster. Many families were forced to survive on just a dollar a day.


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Many migrant families suffered hardships and lived in camps for years. The government even began to build permanent camps with showers and restrooms, to give the families a better life.

In 1941, the United States entered into World War II. The army needed ships, airplanes, and weapons. In California, the shipyards and other war industries suddenly needed steady workers. The migrant families were able to leave the work on the farms and find work in these new industries. The new jobs paid more money and allowed the families to settle down. The country as a whole began to enter

a more prosperous time.Eventually, the world

economy improved and these migrant families thrived in California. Many stuck together to build their communities. These communities changed the culture of California forever.

A famous novel by John Steinbeck called The Grapes of Wrath chronicles the hardships of the people who took part in the Dust Bowl migration. Interviews with people who migrated to the San Joaquin Valley from Oklahoma, Arkansas, Missouri, and Kansas between 1924 and 1939 have also helped to preserve this important part of history.


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The Moonby Nicole Wentzl

The Moon’s Light

Have you ever looked up at a huge and orange moon on the horizon, and wondered why sometimes the moon appears this way? This can be explained by understanding the science of the lunar phases of the moon.

It is important to realize that the moon is cold and rocky. It gives off no light. The light that we see from the moon is the reflection of the light from the Sun that can be seen by people on Earth. The moon orbits, or goes around, Earth. As the moon orbits Earth, its appearance changes based on how much of the Sun’s light is reflected to the viewers on Earth.

For example, when the moon is on the opposite side of Earth away from the Sun, half of the moon is fully lit by the Sun’s light reflecting back to Earth—we see a “full moon” (see diagram 1). When the moon is between Earth and the Sun, the Sun’s light is reflected back to the Sun, rather than to viewers on Earth, and the moon is completely in shadow. This is called a “new moon” (see diagram 2).


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Waxing and Waning

After the new moon phase, the moon moves away from the Sun and appears to grow in size. This is called waxing. At first, the moon is a tiny sliver, or a crescent.

The moon continues to appear to grow until it is a full moon. Then, it begins its journey toward the Sun again. During this part of the orbit, the moon appears smaller each day. This is called waning.


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Wolf Moon

Flower Moon

Harvest Moon

Hunter’s Moon

Name of theFull Moon Month of the Year

January

May

September

October

Full Moon History

The full moon has historically been used to mark events on the calendar. Many cultures, such as Native Americans and English settlers, have named each month’s full moon to correspond with events and weather. For example, the “Harvest Moon” is the name given to the full moon that occurs closest to the first day of fall, which is the 21st of September. In September, English settlers traditionally harvested their crops. They would store and prepare food for the long winter ahead. The farmers used the extra light of the full Harvest Moon to work longer hours in the fields. The Native Americans called October’s Full Moon the Harvest Moon as well. The table below lists the Native American names of some of the year’s full moons and approximately in which month they fall.

Sometimes it will appear that the moon is larger than normal. This is an optical illusion, or a trick that your eyes play on you. The moon appears larger when it is hanging low in the sky, but it is always the same size. The orange colors of the moon are caused by particles of dust, smoke, and even pollution that are found in the Earth’s atmosphere.

Although the full moon rises when the Sun is setting and sets at sunrise, it is the only phase that does this. The times of the moon-rise and moon-set vary depending on where you are on Earth, and where the moon is in its orbit around Earth. Sometimes a waxing crescent moon will rise at noon and set before midnight. However, you will never see a full moon in a bright blue sky.


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Moon Tales

Some people believe that the moon affects how people behave. Centuries ago, stories of people acting very strangely, or turning into werewolves with the full moon, were common. Because of these stories, we have words such as “lunatic” or “lunacy” which have to do with being mentally ill. These words come from the Latin word luna meaning moon.

It was once believed that crime in cities increased with the full moon. It is now believed that those increases are due to the fact that the criminals have more light to see in order to commit crimes, not because the full moon made them behave badly. Scientific studies have not been able to prove that the full moon affects the way people behave.

Some people believe that the full moon is romantic. Some people plan their weddings and honeymoons around the full moon. Some fishermen claim that they can catch bigger fish when they time their trips to various lunar cycles. How does the moon affect you?


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My Hidden Placeby Francine Tamlyn

There is a secret place where I like to go where I pause and let thoughts freely flow. Above the world I sit and ponder,and take in the beauty, the joyous wonder.

The horizon extends in brightest blue.The sun illuminates every earthly hue.I think of what adventures could come my way, what unforeseen journey I might take this day.

Then when all is said and all is done,I gaze out at the glorious setting sun.When I am alone, the world seems at rest,I admire this landscape from my quiet nest.

To this hiding place I can always return,forever grateful for the lessons I learn.When high in the boughs of an oak tree,I am safe and sound, and yet I am free.


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Student Name

12 You learn at the end of the poem that the speaker is writing about an oak tree. What details from the illustration and the poem reveal that the speaker is talking about a tree before this detail is revealed in the poem?

Now answer Numbers 11 and 12. Base your answers on the poem “My Hidden Place.”

11 With which statement would the author of “My Hidden Place” MOST likely agree?

a Trees are a valuable resource.

b Going on adventures is bad.

c It is good to have a place to go and think.

d We must prevent pollution from destroying trees.


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On Your Mark, Get Set, Go!by Randall Dunn

What did you do after school yesterday? If you are like many children in the United States, you went home, sat down, and watched television, or played video games. It’s time to break those bad habits and get active!

Exercise to Build a Strong Body

Exercising helps strengthen your bones and muscles. During your childhood and teenage years, the amount of bone tissue, or bone density, that you will have for the rest of your life develops. Exercise helps you develop denser, stronger bones. These bones will be your body’s frame forever. Stronger bones mean fewer broken bones, and bones with higher density also tend to heal faster if they are broken. Therefore, if you develop good bone mass now, you will have a stronger body when you are older.


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Exercise for Your Heart

Your heart is the muscle that pumps blood to every part of your body. Just like the muscles in your body, you need to keep your heart in shape. Aerobic exercise is any type of exercise that makes you breathe faster as you take air into your body. Air contains oxygen. To send this oxygen to your blood, your heart pumps faster. When your heart pumps faster, it gets stronger.

If you do not exercise, your heart will become weaker. This means that it will be a lot harder to do any aerobic exercise. If you do not exercise your heart when you are young, you have a higher chance of getting sick when you are older. Heart disease is one of the leading causes of death in the United States. In fact, about every 34 seconds, a person in the United States dies from a heart attack.

Therefore, it is very important to exercise regularly. Active people who exercise when they are younger are a lot less likely to develop heart disease when they are older.


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Exercise to Burn Fat

When you eat, your body turns food into energy. We use energy to walk from the classroom to the lunchroom, and we even use energy to think—it is important to eat. However, problems can begin when a person often sits around for five hours a day and does not do any physical activity. Watching television uses a little bit of energy, but not very much. Many children snack while they watch television. This puts more energy into their bodies. If a person does not use all of the energy, the body stores it away to use later. Your body stores energy by changing it to fat.

In the United States, nearly half of all the children between six and eleven years old are overweight. Many of these children are obese, which means that they are dangerously overweight. Children today are eating too much and not exercising enough.

If you exercise, you will burn the energy that you consume. This will keep your body in balance and the energy will not turn to fat. Children that exercise raise their chances of being healthy adults, and healthy adults live longer.


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Get Set, Go!

Experts say that children need to be active for at least an hour and a half every day. This will seem easier if this is broken into smaller blocks of time. Go for a bike ride, dance to some fun music, help in the garden. All of these activities count as exercise! Challenge yourself to do something that you have never done. For example, see how many times you can skip rope without missing, then skip rope every day to increase your skills.

When you are with a group of friends, exercise is even easier. Organize a game like freeze tag. Use a stopwatch to see who can run the quickest from one side of the yard to the other. Go roller skating or bowling. Play a team sport like soccer or football. The bottom line is that it’s important to get off the couch and get active. So get going! What are you waiting for?


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The Great Sun Kingby Tiayana Evans

“Don’t talk with your mouth full!”“Don’t put your elbows on the table!”“Say ‘please’ and ‘thank you’!”

Do you know which fork to use when you eat salad? Do you stand up to greet someone at the dinner table? Do you hold the door for the person behind you? These are only a few “polite” things that many of us learn to do in western culture. Of course, much has changed over the course of time. Certain things that were once considered to be “the proper thing to do” no longer apply in our modern world and there are new rules to follow—gentlemen rarely need to wear top hats any more and using all capital letters in e-mail is considered to be very rude. Though times and culture change, there will always be a polite and proper way of doing things. Where did these rules of behavior come from? Who created this code of conduct? If you have ever been reminded of how to behave, you can thank Louis XIV, the great “Sun King.” He is the man behind western society’s rules of behavior, or etiquette, and has made many other lasting contributions.


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The Invention of Etiquette

King Louis XIV (14th) of France is also known as the Sun King. Louis XIV became the King of France in 1643 at the age of five, after the death of his father, Louis XIII. Louis XIV did not actually govern the country until he was 23.

At the time, many poor people were treated cruelly. There were few laws that ruled the country. Each wealthy lord created his own laws for his land. King Louis XIV changed all that. Louis XIV liked order. He carried out detailed rules and ceremonies for almost all the events in his life. The King wrote his rules of behavior on posters and cards. He hung them throughout the palace where he had many parties. On the back side of an invitation or etiquette, the King wrote all the rules of behavior for the party. These rules and ceremonies spread throughout France and the world. Today, etiquette refers to the name given to society’s general rules of behavior.


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From the Dark Ages to the Sun

King Louis showed he was a kind and fair king. He changed France in more ways than just rules of polite behavior. He changed the organization of his country.

Louis improved France’s criminal justice system. He allowed certain rights to criminals. He passed laws against the cruel treatment of common people by the rich upper class. Louis also started the Police of Paris. Soon, other towns in France set up police forces, and they enforced the new laws.

The sun was King Louis XIV’s symbol because it represented Apollo, the Greek god of peace and the arts. Louis XIV encouraged theater, music, painting, and sculpture. Of all of the arts, Louis liked architecture the most. He moved the entire French court to Versailles, a small town outside of Paris. There, Louis built the largest palace and gardens in all of Europe. The palace housed government offices and homes. It was full of fancy statues and fountains. The most famous room, the Hall of Mirrors, has 357 mirrors! The Palace of Versailles is the King’s most well known contribution to French architecture.


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The New World on the Horizon

Louis XIV’s influence reached beyond France and Europe. In 1682, Louis sent explorers to the New World. They claimed the land around the Mississippi River for France. The new land was named Louisiana, in honor of King Louis.

Over the years, thousands of French settlers came to Louisiana. Eventually, part of the territory became the state that we know now. Even today, they still speak French in parts of Louisiana, and many road signs, restaurant menus, and local songs are in French.

In the fall of 1715, King Louis XIV died after ruling France for 72 years. The great Sun King brought his country from the Dark Ages into the sunshine. His influence is still seen and felt today. The next time someone opens the door for you, remember the person who introduced the rules of etiquette to our culture.


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Student Name

Now answer Numbers 17 through 22. Base your answers on the article “The Great Sun King.”

17 With which statement would the author of “The Great Sun King” MOST likely agree?

a It is important to always follow the rules of etiquette.

b King Louis XIV had a great infl uence on the world.

c Louisiana is still a part of France.

d King Louis XIV was a cruel ruler.

18 Look at the illustration on page 175. According to the text, the members of Louis XIV’s court were required to

f treat common people well.

g move to Versailles.

h follow the rules of etiquette.

i bow before the king.

19 Based on the map on page 177, which state is NOT included in the Louisiana Territory?

a Arkansas

b Kansas

c Montana

d Florida


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Contents

Section 1: Writing+ Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

6-Point Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .182

Writing Checklist for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .183

Writing Prompts: Explanation for Students . . . . . . . . . . . . . . . . . . . . . . . . .184

Writing Prompts: Persuasive (LA.B.1.2.1, LA.B.1.2.2, LA.B.1.2.3) . . . . . . .185

Writing Prompts: Expository (LA.B.1.2.1, LA.B.1.2.2, LA.B.1.2.3) . . . . . . .189

Section 2: Writing Plan Format (LA.B.1.2.1, LA.B.1.2.2) . . . . . . . . . . . . . . . . . . . . .193

Writing Plan Format Explanation for Students . . . . . . . . . . . . . . . .194

Section 3: Writing Sample Format (LA.B.1.2.2) . . . . . . . . . . . . . . . . . . . . . . . . . .205

Writing Sample Format Explanation for Students . . . . . . . . . . . . .206

Section 4: Cloze Selection Format (LA.B.1.2.3) . . . . . . . . . . . . . . . . . . . . . . . . . . 217

Cloze Selection Format Explanation for Students . . . . . . . . . . . . . 218

Section 5: Stand-Alone Questions Format (LA.B.1.2.3) . . . . . . . . . . . . . . . . . . .224

Stand-Alone Questions Format Explanation for Students . . . . . .225

Short-Response and Extended Response Rubrics . . . . . . . . . . . . . . . . . . .231

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232

Anchor Papers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .250

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Section 1

Writing+ Prompts

In this section, students will practice responding to persuasive and expository writing prompts. Encourage students to plan out their responses carefully and refer to their outlines when they write. You may wish to provide students with the Writer’s Checklist on page 183. A rubric for scoring student responses (p. 182) and sample student responses (pp. 250–283) are provided.

On the actual FCAT Writing+ test, students will be given 45 minutes to complete their responses to either a narrative or expository prompt. You may wish to have students practice writing to the prompt by simulating a test-taking situation. Tell students that after they have analyzed the prompt they will have 45 minutes to write their responses.

Benchmarks

Benchmark LA.B.1.2.1

The student prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and identifying the purpose for writing.


The student drafts and revises writing in cursive that focuses on the topic and demonstrates a sense of completeness or wholeness; has a logical organizational pattern, including a beginning, middle, conclusion, and transitional devices; has ample development of supporting ideas; demonstrates a command of language, including precision in word choice; generally has correct subject/verb agreement; generally has correct verb and nouns forms; with few exceptions, has sentences that are complete, except when fragments are used purposefully; uses a variety of sentence structures; and generally follows the conventions of punctuation, capitalization, and spelling.


The student produces fi nal documents that have been edited for correct spelling; correct use of punctuation, including commas in series, dates, and addresses, and beginning and ending quotation marks; correct capitalization of proper nouns; correct paragraph indentation; correct usage of subject/verb agreement, verb and noun forms, and sentence structure; and correct formatting according to instructions.

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6-Po

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Writer’s ChecklistHere is a checklist to help you do your best when you respond to the FCAT Writing+ prompts. Keep this checklist in mind when you plan, write, and review your answers.

Read the prompt carefully.

Think about the central idea of your answer.

Make an outline to organize your ideas.

As you write, support your ideas by adding details.

Use transitional words such as first, however, and also to link your ideas.

Review your answers for punctuation, capitalization, spelling, and grammar

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Writing Prompts

Example of a Prompt that Asks You to Write

to Persuade

Example of a Prompt That Asks You to Write

to Explain

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Section 2

Writing Plan Format

The FCAT Writing+ test consists of four types of multiple-choice questions: questions based on writing plans, questions based on drafts, questions based on a cloze selection, and stand-alone questions about conventions.

In this section, students will practice answering multiple-choice questions based on sample student writing plans. These questions will assess focus and organization. The writing plans consist of graphic organizers and information that a student has created in preparation for writing.

Benchmarks


The student prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and identifying the purpose for writing.


The student drafts and revises writing in cursive that focuses on the topic and demonstrates a sense of completeness or wholeness; has a logical organizational pattern, including a beginning, middle, conclusion, and transitional devices; has ample development of supporting ideas; demonstrates a command of language, including precision in word choice.

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Get Ready to Take on Writing+

Writing Plan Format

The questions in this section are called multiple-choice questions. A multiple-choice question is followed by several answer choices.

Writing plans such as a web, a chart, or a list help you to organize your thoughts before you write your fi rst draft. In this section, you will look at students’ writing plans and answer multiple-choice questions.

Always read all the answer choices under each question, and decide which answer is correct. Fill in the bubble next to the answer you think is correct for each multiple-choice question. Do not make any marks outside the bubble.

Tip

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Yasmin’s Writing Plan

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a

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a

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Tip

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Arturo’s Writing Plan

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f

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Joel’s Outline

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Section 3

Writing Sample Format


In this section, students will practice answering multiple-choice questions based on sample student drafts. These drafts include numbered markers that denote sentence and paragraph placement. Students will be tested on revision techniques, conventions, and cohesiveness of the drafts.

Benchmark


The student drafts and revises writing in cursive that focuses on the topic and demonstrates a sense of completeness or wholeness; has a logical organizational pattern, including a beginning, middle, conclusion, and transitional devices; has ample development of supporting ideas; demonstrates a command of language, including precision in word choice.

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Get Ready to Take on Writing+ Writing Sample Format


In this section, you will be asked to answer multiple-choice questions based on samples of students’ writing. As you read these passages, pay attention to how the writer organized his or her ideas.


Tip

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Section 4

Cloze Selection Format


In this section, students will practice answering multiple-choice questions based on cloze selections. These selections contain numbered blanks that represent missing information that test students’ knowledge of conventions. Students are asked to select the best answers that complete the blanks in the selection.

Benchmark



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Get Ready to Take on Writing+ Cloze Selection Format


In this section, you will be asked to answer multiple-choice questions based on short passages that have incomplete sentences. Use your knowledge of grammar and conventions to correctly complete the sentences.


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Section 5

Stand-Alone Questions Format


In this section, students will practice answering multiple-choice questions about grammatical conventions including: capitalization, punctuation, and spelling.

Benchmark



FCAT

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Get Ready to Take on Writing+ Stand-Alone Questions Format


In this section, you will be asked to answer multiple-choice questions about capitalization, punctuation, and spelling.

Always read the questions and answer choices carefully. This section has three answer choices for each question. Read every answer choice, even if you think you’ve already found the correct answer.

When you choose the answer to a question, make sure you fi ll in the bubble completely. Do not make any marks outside the bubble.

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FCAT Reading Short-Response RubricScore Description

2

The response indicates that the student has a complete understanding of the reading concept embodied in the task. The student has provided a response that is accurate, complete, and fulfills all the requirements of the task. Necessary support and/or examples are included, and the information given is clearly text-based.

1

The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student has provided a response that includes information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples may be incomplete or omitted.

0

The response indicates that the student does not demonstrate an understanding of the reading concept embodied in the task. The student has provided a response that is inaccurate; the response has an insufficient amount of information to determine the student’s understanding of the task; or the student has failed to respond to the task.

FCAT Reading Extended-Response RubricScore Description

4The response indicates that the student has a thorough understanding of the reading concept embodied in the task. The student has provided a response that is accurate, complete, and fulfills all the requirements of the task. Necessary support and/or examples are included, and the information is clearly text-based.

3The response indicates that the student has an understanding of the reading concept embodied in the task. The student has provided a response that is accurate and fulfills all the requirements of the task, but the required support and/or details are not complete or clearly text-based.

2

The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student has provided a response that includes information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples and requirements of the task may be incomplete or omitted. REA

1The response indicates that the student has very limited understanding of the reading concept embodied in the task. The response is incomplete, may exhibit many flaws, and may not address all requirements of the task.

0

The response indicates that the student does not demonstrate an understanding of the reading concept embodied in the task. The student has provided a response that is inaccurate; the response has an insufficient amount of information to determine the student’s understanding of the task; or the student has failed to respond to the task.

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Answer Key

Question CorrectAnswer

SSS Benchmark Content Focus Content Difficulty

1. D LA.A.1.2.3 Synonyms Moderate

2. G LA.A.1.2.3 Synonyms Moderate

3. B LA.A.1.2.3 Word Relationships Moderate

4. I LA.A.1.2.3 Suffixes Low

5. B LA.A.1.2.3 Word Relationships High

6. F LA.A.1.2.3 Analyze Words in Text Moderate

7. C LA.A.1.2.3 Root Words Moderate

8 F LA.A.1.2.3 Antonyms Moderate

9. C LA.A.1.2.3 Analyze Words in Text Moderate

10. F LA.A.1.2.3 Word Relationships High

11. B LA.A.1.2.3 Synonyms Moderate

12. H LA.A.1.2.3 Analyze Words in Text Moderate

13. B LA.A.1.2.3 Analyze Words in Text Moderate

14. G LA.A.1.2.3 Root Words Moderate

15. D LA.A.1.2.3 Synonyms Moderate

16. G LA.A.1.2.3 Analyze Words in Text Low

17. B LA.A.1.2.3 Analyze Words in Text Moderate

18. F LA.A.1.2.3 Synonyms Moderate

19. C LA.A.1.2.3 Root Words Moderate

20. I LA.A.1.2.3 Analyze Words in Text Moderate

21. D LA.A.1.2.3 Prefixes Low

22. G LA.A.1.2.3 Analyze Words in Text Moderate

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23. C LA.A.1.2.3 Synonyms Moderate

24. H LA.A.1.2.3 Antonyms Moderate

25. C LA.A.1.2.3 Synonyms Moderate


27. B LA.A.1.2.3 Word Relationships Moderate


29. C LA.A.1.2.3 Antonyms Moderate

30. G LA.A.1.2.3 Synonyms Moderate

31. A LA.A.1.2.3 Analyze Words in Text Moderate

32. H LA.A.1.2.3 Homophones Low

33. D LA.A.1.2.3 Analyze Words in Text Moderate

34. F LA.A.1.2.3 Root Words Moderate

35. B LA.A.1.2.3 Suffixes Low

36. I LA.A.1.2.3 Word Relationships Moderate

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1. B LA.A.2.2.2 Author’s Purpose Moderate

2. F LA.A.2.2.1 Main Idea/Essential Message Moderate

3. A LA.A.2.2.1 Details Low

4. H LA.A.2.2.1 Chronological Order Low

5. B LA.A.2.2.1 Details Low

6. LA.A.2.2.2 Author’s Purpose Moderate

2-pointAnswer

The author wrote “Flying High” to tell the story of Charles Lindbergh’s nonstop journey from New York to Paris, which made aviation history. The author shows why it was such a challenging flight by showing the tough conditions. Lindbergh didn’t sleep for 33 hours, but he had to pilot the airplane and change fuel throughout the entire flight.

1-pointAnswer

The author wrote “Flying High” because Charles Lindbergh is a hero. Charles Lindbergh flew an airplane from New York to Paris.

7. B LA.A.2.2.1 Main Idea/Essential Message Moderate

8. I LA.A.2.2.2 Author’s Purpose Moderate

9. C LA.A.2.2.2 Author’s Purpose High

10. LA.A.2.2.1 Main Idea/Essential Message High

4-pointAnswer

The Pony Express was important in its time because there was no other way to quickly send messages to California. Stage coaches could only deliver mail every 25 days, which was too slow for growing businesses. The Pony Express only lasted about two years. Once the telegraph had been invented, the Pony Express was no longer needed.

3-pointAnswer

The Pony Express only lasted for two years. Riders were very fast. They delivered mail to California because other ways of delivery were too slow. People were moving to California to find gold and to open shops, and they needed mail on time.

2-pointAnswer

The Pony Express delivered mail in 1860. It was important in its time. The riders made great money, and some were only 14 years old! People cheered when the riders rode past. The Pony Express was closed down in 1861 because of the telegraph.

1-pointAnswer

Pony Express riders rode horses in the west. They were faster than stage coaches, but could only ride for short distances.

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11. A LA.A.2.2.1 Main Idea/Essential Message Low

12. I LA.A.2.2.1 Details Moderate


2-pointAnswer

The poet uses descriptive language to show how hard it is to think, speak, and feel normally after her ride on the Speedy Spin. She uses words like “muddled” and “goofy” to show the speaker’s state. She also uses imagery to describe the speaker’s trouble, such as “speaking is creaking” and “thoughts are just blots.” Reading the poem can be confusing, which helps the reader understand the speaker’s confusion.

1-pointAnswer

This poem is a lot like the Speedy Spin ride because it is confusing and full of strange words, like “muddled” and “runny.”

14. A LA.A.2.2.1 Main Idea/Essential Message Moderate

15. G LA.A.2.2.1 Chronological Order Low

16. C LA.A.2.2.2 Author’s Purpose Low

17. LA.A.2.2.1 Main Idea/Essential Message Moderate

4-pointAnswer

Luckily, Janette’s father had taught her how to take care of herself. When she faced the Montana winter alone, she was prepared. First, Janette decided that it was best for her to stay on one place, instead of traveling through the huge mountains. Next, she built a log hut in order to have a shelter. Then she had to store food and firewood for the coming cold months. When the snow came, Janette had everything she needed to survive through the winter.

3-pointAnswer

Janette had been traveling across the country with her family, so she knew how to take care of herself. She knew all of the things to do to survive. She cut down trees. She burned logs. She ate meat. When the snow stopped falling, she left her hut. Native Americans helped her get home again safely.

2-pointAnswer

Janette went looking for her father and her brother. When they didn’t come back, she built a hut. She ate meat, but felt sad because the animals had pulled them all the way to Montana. She never found out about her family.

1-pointAnswer

Janette could not find her father and her brother.


19. F LA.A.2.2.1 Details Low

20. C LA.A.2.2.1 Chronological Order Low

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21. LA.A.2.2.1 Details Easy

2-point Answer

Playing sports can give shy people something in common with others. They can also get to know people by being on a sports team. During practice, players learn from one another. This helps them to become less nervous. After a while, everyone has fun.

1-point Answer

When you are on a sports team, you get to know the other members.

22. LA.A.2.2.2 Author’s Purpose Easy

2-point Answer

It is important to try your best because you don’t want to let down your teammates. Not only does trying your best help your team perform well, it also gives you something to be proud of.

1-point Answer

People should always try their best and try to play a perfect game.


24. H LA.A.2.2.1 Details Low

25. D LA.A.2.2.2 Author’s Purpose Low

26. LA.A.2.2.1 Main Idea/Essential Message Moderate

4-point Answer

Snowboarding has changed in several ways from the 1960s to today. Early snowboards did not look anything like current snowboards. They were two snow skis attached to each other. Over the years, the shape of the snowboard changed. Bindings were added to keep a rider on. In addition to the appearance of snowboards, people’s opinions about snowboarding have also changed. While it was always popular, early snowboarding was seen as dangerous. However, now snowboarders can snowboard almost anywhere, and it’s even an offi cial Olympic sport!

3-point Answer

The snowboard has changed a lot over the years. It was fi rst called the Snurfer and made from two skis and a rope. This was popular, but wasn’t the same as snowboarding. Later, snowboarders built the “Winterstick” that looked and handled even more like snowboards of today. Now there are metal buckles that keep a rider’s feet connected. Snowboarding is very popular.

2-point Answer

Early snowboarders used skis to make snowboards, but they were not allowed to use the ski slopes. Now they “take to the air” and ride down slopes easily.

1-point Answer

Snowboarding is a major sport now. Today there is a magazine about snowboarding.


A5TSP_FL_BM_RD09_B.indd 236A5TSP_FL_BM_RD09_B.indd 236 3/26/09 2:33:48 PM3/26/09 2:33:48 PM

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Section 3: Plot Development / Author’s Purpose

Question Correct Answer SSS Benchmark Content Focus Content Diffi culty1. C LA.A.2.2.2 Author’s Purpose Low

2. F LA.E.1.2.2 Plot Development Low

3. A LA.E.1.2.2 Plot Development Moderate

4. H LA.A.2.2.2 Author’s Purpose Moderate

5. D LA.E.1.2.2 Confl ict/Confl ict Resolution

Low

6. LA.E.1.2.2 Confl ict/Confl ict Resolution

Moderate

2-point Answer

If Louise lost the library book, she would have to pay for it. She was worried because it would cost her many months’ allowance. Perhaps the librarian would not allow her to check out books until it was paid off.

1-point Answer

Louise lost her book and she was worried she would have to pay for it.

7. A LA.A.2.2.2 Author’s Purpose Low

8. G LA.E.1.2.2 Plot Development Moderate

9. D LA.E.1.2.2 Confl ict/Confl ict Resolution

Moderate

10. LA.E.1.2.2 Plot Development High

4-point Answer

The author uses many details and illustrations to show that Skip is a dog. Skip whined and scratched the glass when Christopher left the house. He liked to chase the ball and hockey puck. He barked. Skip has paws and a wet nose.

3-point Answer

The author writes that Skip whined and scratched. He barked and has paws.

2-point Answer

The author writes that Skip barked and likes to play hockey.

1-point Answer

Skip is a dog because he barked.

11. A LA.E.1.2.2 Plot Development Moderate


13. D LA.A.2.2.2 Author’s Purpose High

14. LA.E.1.2.2 Plot Development Moderate


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2-pointAnswer

Aunt Martha sent gifts that Jessica didn’t like because she had not seen her in a long time and did not know much about her.

1-pointAnswer

Aunt Martha lived far away and didn’t see Jessica often.

15. LA.E.1.2.2 Conflict/Conflict Resolution Moderate

2-pointAnswer

Jessica will learn to appreciate new things and will like the gift.

1-pointAnswer

Jessica will like the gift.

16. C LA.E.1.2.2 Conflict/Conflict Resolution Moderate

17. G LA.E.1.2.2 Plot Development High

18. A LA.E.1.2.2 Conflict/Conflict Resolution Moderate


4-pointAnswer

Samantha had not made any friends in school yet. She read a book while her classmates laughed and talked together. She didn’t join in the game of catch in the cafeteria line. Her classmates left school in groups and pairs, but Samantha left alone.

3-pointAnswer

Samantha was the new girl in school. She read while her classmates had fun. She didn’t have anyone to walk home with.

2-pointAnswer

Samantha did not make any new friends. She read a book, her classmates did not talk to her.

1-pointAnswer

Samantha was the new girl in school.

20. C LA.E.1.2.2 Conflict/Conflict Resolution Low

21. H LA.E.1.2.2 Plot Development Moderate

22. D LA.A.2.2.2 Author’s Purpose Moderate


24. B LA.A.2.2.2 Author’s Purpose Low


2-pointAnswer

Roberto chose lemon cake because it is not dark like chocolate cake. He might drop the chocolate cake on the carpet and dirty it. Because Cousin Carmen is fussy about cleaning, he is nervous about making a mess.

1-pointAnswer

includes information from either one of the above two sentences

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Question Correct Answer SSS Benchmark Content Focus Content Difficulty1. C LA.E.2.2.1 Cause and Effect Low

2. F LA.E.2.2.1 Cause and Effect Moderate

3. B LA.E.2.2.1 Cause and Effect Moderate

4. G LA.A.2.2.2 Author’s Purpose Moderate

5. D LA.E.2.2.1 Cause and Effect Low

6. LA.E.2.2.1 Cause and Effect Moderate

2-pointAnswer

Yongmi’s mom keeps trying, so Yongmi keeps trying. A player gets injured, so Yongmi enters game. She practiced with Ana at school, so Yongmi improved her skills and could steal the ball.

1-pointAnswer

Yongmi practiced with Ana at school, so Yongmi could steal the ball.

7. C LA.E.2.2.1 Cause and Effect Low

8. G LA.E.2.2.1 Cause and Effect High



2-pointAnswer

Many new developments endanger dolphins. Dams trap the dolphins. Industrial and agricultural progress pollute waters. These cause health problems in the botos.

1-pointAnswer

The dolphins are endangered by dams and pollution.

11. C LA.A.2.2.2 Author’s Purpose Moderate

12. F LA.E.2.2.1 Cause and Effect Low

13. LA.E.2.2.1 Cause and Effect High

2-pointAnswer

The poem is really about a baby. The “white glop” describes what happens when a baby spits up. A baby has a “toothless grin” because it has no teeth.

1-pointAnswer

Babies spit up and they have no teeth.

14. D LA.E.2.2.1 Cause and Effect Moderate

15. G LA.A.2.2.2 Author’s Purpose High

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16. B LA.E.2.2.1 Cause and Effect Low

17. LA.A.2.2.2 Author’s Purpose High

4-pointAnswer

Children should mind their parents or Cipitillo will tease them at night. Emilio didn’t mind his mother, so he had to deal with Cipitillo’s mischief all night long. He was blamed for all the things that Cipitillo did.

3-pointAnswer

Children should listen to their parents or they will get paid a visit by El Cipitillo. Cipitillo caused a lot of trouble for Emilio.

2-pointAnswer

El Cipitillo caused a lot of trouble because Emilio was rude.

1-pointAnswer

Emilio got in trouble the next day.

18. B LA.E.2.2.1 Cause and Effect Moderate

19. F LA.A.2.2.2 Author’s Purpose Moderate

20. D LA.E.2.2.1 Cause and Effect Moderate


2-pointAnswer

The weather was a big problem for the Cherokee on the journey. The heat caused deaths and diseases. The cold caused pneumonia, and people froze to death.

1-pointAnswer

The heat and cold caused many diseases. Many people died.

22. LA.A.2.2.2 Author’s Purpose High

2-pointAnswer

The author mentions that National Parks were built to honor those who died. The parks go along the 2,200 mile stretch of the Trail of Tears.

1-pointAnswer

The parks were built so people would remember what happened.

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1. C LA.A.2.2.2 Author’s Purpose Low

2. G LA.A.2.2.7 Contrast Moderate

3. A LA.E.1.2.3 Similarities/Differences among Characters

Moderate

4. I LA.A.1.2.3 Similarities/Differences within a Character

Moderate

5. B LA.E.1.2.3 Similarities/Differences among Characters

Moderate

6. LA.E.1.2.3 Similarities/Differences within a Character

Moderate

2-pointAnswer

At the beginning of the story, Donald felt afraid because everything was new and strange. At the end of the story, he felt happy because he was playing with his cousins.

1-pointAnswer

At the beginning of the story, Donald felt afraid. At the end of the story, he felt happy.


8. G LA.A.2.2.7 Comparison/Contrast Low

9. C LA.A.2.2.7 Comparison Moderate

10. LA.A.2.2.7 Contrast High

4-pointAnswer

Reuse means to use things many times before you throw them away. You can do it yourself at home. Reusing an object creates less trash. Recycle means things go through a special process that makes objects into new material. It happens at a recycling factory. Recycling an object makes new things from materials that people have already used.

3-pointAnswer

Reuse means to use things many times before you throw them away. Recycle means things go through a special process that makes objects into new material. Recycling an object makes new things from materials that people have already used.

2-pointAnswer

Reusing an object creates less trash. Recycling an object makes new things from old things that people threw away.

1-pointAnswer

Reuse means to use again. Recycled things are made from trash.

11. D LA.A.2.2.7 Comparison Low

12. I LA.A.2.2.2 Author’s Purpose Moderate

FCAT

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13. LA.A.2.2.7 Comparison/Contrast Moderate

2-pointAnswer

The speaker thinks that candy is better than vegetables because it is easier to eat and it tastes better. The speaker can eat candy all day long, but he thinks that vegetables are difficult to eat and do not taste good. The speaker thinks that vegetables are not good for him.

1-pointAnswer

Candy is easy to eat and tastes good. Vegetables are hard to eat.

14. A LA.A.2.2.2 Author’s Purpose Low

15. I LA.E.1.2.3 Similarities/Differences among Characters

Moderate

16. C LA.E.1.2.3 Similarities/Differences within a Character

Moderate

17. LA.E.1.2.3 Similarities/Differences among Characters

High

4-pointAnswer

Maya likes to try new things. She asked for chocolate chip ice cream, instead of strawberry. She changed the color of her room from blue to yellow. Maya also learned to ride a bike and signed up for an art class. Laura likes things to always stay the same. She was surprised when Maya asked for a different ice cream flavor and when she wanted to change the color of her room. She was disappointed when Maya got her bike. Maya was excited about her new bicycle from the beginning. Laura was afraid to try the bicycle at first.

3-pointAnswer

Maya likes to try new things. She learned how to ride a bike. She signed up for an art class. Laura does not like change. She did not want to ride the bike. She was afraid things would be different.

2-pointAnswer

Maya likes to try new things. She asked for chocolate chip ice cream. Laura does not like new things. She did not want to ride the bike.

1-pointAnswer

Maya likes to try new things. Laura does not like change.

18. B LA.A.2.2.2 Author’s Purpose Low

19. H LA.A.2.2.7 Comparison Moderate

20. A LA.A.2.2.7 Contrast Moderate

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21. LA.A.2.2.7 Comparison/Contrast Moderate

2-pointAnswer

At rest, dragonflies hold their wings out to the side, but damselflies fold their wings back. Dragonflies have larger eyes than damselflies.

1-pointAnswer

Dragonflies and damselflies look different.

22. LA.A.2.2.2 Author’s Purpose Easy

2-pointAnswer

The author wrote to teach us facts about damselflies and dragonflies, such as what they look like, what they eat, and where they can be found.

1-pointAnswer

The author wrote it to teach us about damselflies and dragonflies.

FCAT




2. G LA.A.2.2.8 Reference Information Low

3. C LA.A.2.2.8 Reference Information Moderate

4. H LA.A.2.2.2 Author’s Purpose High

5. D LA.A.2.2.8 Reference Information Moderate

6. LA.A.2.2.8 Reference Information (Multiple Sources)

High

2-pointAnswer

The journey was difficult for many reasons. People placed all of their belongings in trucks. They had a long journey on Route 66 to California. They lived in tents and went where the jobs were.

1-pointAnswer

People brought all of their belongings in trucks.


8. H LA.A.2.2.8 Reference Information Low



High

4-pointAnswer

The light of the full moon during the fall months and what people did during this time was the reason for their names. The light of the full Hunter’s Moon would help hunters hunt during the night to prepare for the winter. The light of the Harvest Moon was used to work longer in the fields.

3-pointAnswer

The names came from the light of the full moon to either hunt at night or work at night in the fields. The same moon was used for different purposes each month.

2-pointAnswer

The names came from how Native Americans would hunt or work in fields at night in the fall.

1-pointAnswer

People used the light of the moon to hunt or harvest at night.



Moderate

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2-pointanswer

The illustration shows the girl in a tree. The poem says that she sits above the world. She also has a quiet nest. She can admire the landscape from above.

1-pointanswer

The illustration shows the girl in a tree.


14. F LA.A.2.2.8 Reference Information Low

15. A LA.A.2.2.8 Reference Information Low


4-pointanswer

Physical activity makes the bones and heart stronger. If you use your energy you will not store fat, and you will not get heart disease when you are older. You will live longer if you exercise. You can go biking, play soccer, have competitions with friends, join sports teams. You can go dancing and help in the garden. These are all activities that will help you burn fat.

3-pointanswer

If you exercise, you will live longer. Your heart will be healthy. You can join sports and organize games. Being active will help you burn energy.

2-pointanswer

You will be obese if you do not exercise. You should play sports and get going. Stop playing so many hours of video games.

1-pointanswer

You should play a sport and exercise to be healthy.

17. B LA.A.2.2.2 Author’s Purpose High

18. H LA.A.2.2.8 Reference Information Low


20. F LA.A.2.2.8 Reference Information Moderate



2-pointAnswer

Visitors can still see the Palace of Versailles as an example of architecture from King Louis XIV’s era. The rules of etiquette are still followed today. French influence in the United States is seen in Louisiana, which was named after the King. They still speak French in parts of Louisiana.

1-pointAnswer

Louisiana was named after King Louis XIV.

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FCAT Writing+ Answer Key

See anchor papers on pp. 250–283.

Question Correct Answer SSS Benchmark Content Focus1. D LA.B.1.2.2 Focus

2. H LA.B.1.2.2 Focus

3. C LA.B.1.2.2 Focus

4. G LA.B.1.2.2 Focus

5. D LA.B.1.2.2 Organization

6. I LA.B.1.2.2 Organization

7. C LA.B.1.2.2 Focus

8. I LA.B.1.2.2 Focus

9. D LA.B.1.2.2 Focus

10. I LA.B.1.2.2 Focus

11. B LA.B.1.2.2 Organization

12. H LA.B.1.2.2 Organization

13. A LA.B.1.2.2 Focus

14. G LA.B.1.2.2 Organization

15. C LA.B.1.2.2 Organization

FCAT

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Question Correct Answer SSS Benchmark Content Focus



3. A LA.B.1.2.2 Organization

4. I LA.B.1.2.2 Support




8. F LA.B.1.2.2 Support

9. A LA.B.1.2.2 Focus

10. I LA.B.1.2.2 Organization


12. F LA.B.1.2.2 Focus

13. D LA.B.1.2.2 Focus

14. G LA.B.1.2.2 Organization

15. A LA.B.1.2.2 Organization

16. H LA.B.1.2.2 Support


18. H LA.B.1.2.2 Focus

19. B LA.B.1.2.2 Organization

20. G LA.B.1.2.2 Support

FCAT

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1. B LA.B.1.2.3. Conventions

2. F LA.B.1.2.3. Conventions

3. A LA.B.1.2.3. Conventions


5. C LA.B.1.2.3. Conventions

6. G LA.B.1.2.3. Conventions


8. H LA.B.1.2.3. Conventions








FCAT

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21

FCAT

for persuasive prompt on page 185

Score Point 6

The school schedule is an important issue for everyone involved. Our school’s current schedule works well the way it is, and we shouldn’t change the schedule to include school on Saturdays. Keeping our current schedule will make sure that students can do other activities, enjoy the weekends, and have more time to study the subjects learned during the week.

If we had school six days a week, it would mean that some people could not participate in other activities that they do on Saturdays. For example, I take judo lessons on Saturdays. If I had to go to school on Saturdays, I wouldn’t be able to take my judo lessons. Other kids do other types of activities on Saturdays. Some people help their families on Saturdays, or spend time with their parents who work during the week. It might be the only time they can spend time together. They couldn’t do that if they had classes on Saturdays.

Another reason why we shouldn’t have school on Saturdays is because we would only have one day off from school. We need time to relax and take a break from studying. One day is not enough. Even if we have shorter school days, the day is always a school day, except for on Saturday.

Finally, we need to have time to absorb the information we get at school. Sometimes, if I learn something hard at school, I need to have a couple of days for it to sink in without thinking about it all the time. If we had school six days a week, I wouldn’t have time to let it sink in. I’d have to think about it six days a week.

For these reasons, we should keep the current schedule. It is better for the students, and they will enjoy their lives more and do better at school.

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Score Point 5

The school schedule is important to everyone. Our schools schedule now works great, and we shouldn’t change the schedule to have school on Saturdays. If we keep our current schedule students can still do other activities, have fun on the weekends, and have more time to study what they learned during the week.

If we had school six days a week, some people couldn’t do other things that they do on Saturdays. For example, I take judo lessons on Saturdays. I couldn’t take judo lessons on Saturdays if I was at school. Other kids do other kinds of things on Saturdays. Some people do activities with their families on Saturdays. They couldn’t do that if they had classes on Saturdays.

Also, if we had school on Saturdays we would only have one day off from school. Us kids need time to relax and take a break. One day is not enough. Its not the same to have shorter school days, because even then your always thinking the next day you have school, except on Saturday.

Another reason is we need to have time to let all the things we learn in school to sink in. If I learn something hard at school, I need to not think about it everyday because that makes it worse. I need to have a couple of days off from it. I can’t do that if I have class everyday except Sunday.

So, as you can see, we should keep the current schedule. It is better for the students, and they will have more fun in their lives and do better at school.

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Score Point 4

Our school’s schedule works fine, and I don’t think it is a good idea to have school on Saturdays. If we keep our schedule now, students can still do other stuff, and have fun on the weekends.

If we had school six days a week, some kids couldn’t do other stuff that they do on Saturdays. Like me, for example. I take judo lessons on Saturdays. I can’t take judo if I am at school. I love judo. I don’t want to miss it. Other kids do other stuff on Saturdays. Some people do things with their family on Saturdays.

Also, if we have school on Saturdays we would only get one day off. Kids need time to relax and take a break. We need more then one day. Its not the same to have less school days, because even then you always think the next day you have school.

Another thing is that we have to have time to let everything from school sink in. I can’t learn something really hard like fractions and then do it everyday for six days. I need to stop thinking about it for at least two days. Like Saturday and Sunday. If I have math class six days a week, I think my head will explode. We should have the same schedule that we have now. We like it like it is and we can have some time for ourselves and not just for school.

Score Point 3

A 3-point response would be focused, but would lack clear examples of why the student prefers one schedule over another. The details may tend to include irrelevant information and wander away from the student’s argument. There might be a tendency to stray from the organizational pattern.

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Score Point 2

It is not a good idea to have school on Saturday. There is no way I want to go to school on Saturday. What difference does it make to have one hour less a day? By the time you get home you can’t do anything anyway. Besides, my mom won’t let me go out or do anything fun on a school night anyhow.

And now if I have go to school on Saturday too? I’ll never get to do anything because my mom won’t let me. I like to sleep until late on Saturday. I don’t want to get up early. Besides I have to go to judo. I want to get a black belt in judo.

It is a bad idea to have school on Saturday. Please don’t do it.

Score Point 1

A 1-point response would deal minimally with the topic of the school schedule. It would lack arguments for or against the change in schedule and writing would be incoherent with no evidence of logical organization.

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Score Point 6

While both the flower garden and vegetable garden have positive points, the class should choose to plant the vegetable garden to help the needy families in the area. Not only is this good for the needy families, but it is also good for our class. The families will receive help that is necessary and the class will learn about different vegetables.

Even though the flowers from the flower garden would go to the patients in the local hospital, I think that the poor families need the vegetables more than the flowers. Although the flowers would help the patients feel happier, flowers aren’t necessary and food is. Lots of people remember to cheer up people in the hospital like the nurses and their friends and family, but a lot of times people forget about needy families. So, I think the families need our help more than the patients.

The other reason why we should plant the vegetable garden is because the class can learn about vegetables. We won’t only learn how to grow them, but we can learn about the different kinds there are and what kinds of vitamins each vegetable has. We can also learn about healthy foods and maybe even different kinds of recipes for different vegetables. But if we plant the flower garden, we’ll only learn about different flowers.

In the end, I think that even though both gardens are good ideas, the vegetable garden is better.

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Score Point 5

The flower garden and vegetable garden are both good ideas, but I think the class should plant the vegetable garden to help the needy families. The project will help them and it will help the class too. The families can get help they need, and we can learn about different vegetables.

It’s right that the flowers from the flower garden would cheer up the patients in the hospital, but I think the food would cheer up the poor families more than flowers. People need food. They don’t need flowers even if they are pretty. So, the vegetables are more important for the families in my opinion. I think they want the vegetables more than the patients who want the flowers.

Also, the class can learn about vegetables when we plant them. We can learn how to grow them. We can learn about the vitamins in them. We can learn why they are good for us. Maybe the teacher will let us make some recipes with some of the ones we don’t give to the families. But we can’t do all that with just flowers.

Like I said, the vegetable garden is more important and better then the flower garden in my opinion.

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Score Point 4

In my opinion, I think we should plant the vegetable garden to help the needy families. Our garden will help them and it will help us too.

The needy families need food. That’s why they need our vegetables. Maybe they can’t buy them for themselves so that’s why we have to help them. Patients in the hospital can buy flowers or they could get a friend or someone in their family to get them. But the needy families can’t get food easily. It’s harder to get food than flowers because you can pick flowers anywhere.

We can learn about vegetables with the vegetable garden. I think that is more interesting than learning about flowers. Even if flowers look good you can’t do much with them. Also we can study recipes for vegetables we grow. I don’t like to eat vegetables much when my mom or dad makes them, but I might if we grow them.

In the end, the vegetable garden is better than the flower garden in my opinion.

Score Point 3

A 3-point response would be focused, but would lack clear examples of what advantages one garden would have over the other. The arguments may be vague, and the details may tend to include irrelevant information and wander away from the student’s argument. There might be a tendency to stray from the organizational pattern.

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Score Point 2

I like the vegetable garden. I don’t like carrots though. I like flowers, but I can’t eat them.

People in hospitals don’t need flowers. Not really. There are flowers in the hospital anyway. One time, I went to see my uncle and saw lots of flowers there. There was a store and you could get them there. So they should do that.

Needy people probably likes vegetables too. But I bet they would want something like chicken or steak or something else. If I didn’t have food. I’d want something like a big hamburger with fries.

So, let’s plant the vegetables and not the flowers.

Score Point 1

A 1-point response would deal minimally with the topic of the preferring one garden to the other. It would lack focus and arguments for or against the choice of garden and writing would be incoherent with no evidence of logical organization.

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Score Point 6

Having a pet is a big responsibility. A pet needs to be taken care of, trained, and, most importantly, loved. Even though I am young, think I can take care of a pet, because I already do things around the house that are similar that show how responsible I am.

First of all, a pet needs to be taken care of. It needs to be given food and water, needs to be walked, groomed, and cleaned up after. This is similar to things that I already do to help around the house. For example, I sometimes help feed my younger brother when my mom needs help. If I had a dog, for example, I would feed it too. Walking a dog wouldn’t be a problem either. My mom likes me to take a walk with my grandpa every day. You need to be a lot more responsible to take care of a person than a dog. I already groom myself, and could do the same for a dog. I help my family clean up after meals, and I keep my room clean.

In addition to needing to be taken care of, pets also need to be trained. This means that they need to be taught to do things. This is like when I teach my little brother how to do things. I taught him how to tie his shoelaces, and I am teaching him how to ride a bike. It is important to be patient when you are teaching someone, and I am patient with my brother. So, I would be patient with a dog.

Last of all, pets need to be loved. This is the biggest responsibility. It means that you will love your pets even if they do something bad or make you angry. Just like when my brother makes me angry because he eats all the good cereal, I still forgive him and love him. That shows a lot of love and responsibility.

So, in my opinion if I am responsible enough to take care of my brother, my grandpa, and my responsibilities around the house, I am responsible enough to take care of a pet.

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Score Point 5

Having a pet is a big responsibility. If you have a pet, you have to take care of it, teach it, and love it. Even though I am still a kid, I am responsible enough to take care of a pet. I do lots of stuff around the house that show how I am responsible.

First, you have to take care of a pet. You have to give it food and water. You got to take it for a walk and give it a bath sometimes. And, sometimes if it makes a mess, you have to clean it. I do these things at home already, not with a pet, but with my little brother. For example, I sometimes help feed him when my mom needs help. If I had a dog, I would feed it too. I could walk a dog too. My mom asks me to walk around the neighborhood with my grandpa everyday. I could do the same with a dog. I already take care of my own hair, and could do the dog’s too. I can clean up after a pet too, because I already clean up around the house. I help my mom with the dishes and I clean my room too.

Besides taking care of pets, you have to teach them. This is like when I teach my brother how to do stuff. Like now, I am teaching him how to ride a bike. You got to have a lot of patience to teach someone, and I am with my brother. So, I could teach a pet too.

Also, you have to love your pets. This is the most important thing of all. It means that you love them all the time, not just when they are cute or good. It’s like when my brother makes me angry because he eats all the good cereal, I still forgive him and love him. I would be like that with my pet, too.

So, as you can see, I am responsible enough for a pet. I do things that show I am responsible like feed my brother and clean around the house. So, I can take care of a pet too.

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Score Point 4

You have to be responsible to have a pet. You have to give it food and walk it, teach it to do stuff, and you got to give it love. I’m responsible. I do things that are responsible around the house, even without a pet.

You have to give food to your pet. I can do this because I feed my kid brother all the time. That’s not easy because sometimes he doesn’t like it. Pets usually like any food, especially dogs. So, if I can get my brother to eat, I can get a dog to eat. That shows responsibility. You also have to walk a pet like a dog. They need to go out and run around. I go with my grandpa for walks all the time.

You have to teach pets. I do this. Not with a pet, but with my brother. I teach him to do stuff all the time. If I can teach him, I can teach a pet. That shows responsibility. Like the time I taught him to tie his shoes.

Also, you have to give your pets love. This is the biggest thing. It means that you love them all the time. Like with my brother. I would love my pet all the time even if he chewed my shoe or something.

I am responsible enough to have a pet. I do lots of stuff already that shows my responsibility. So, I can take care of a pet too.

Score Point 3

A 3-point response would be focused, but would lack clear examples that demonstrate how the writer is responsible. A 3-point response may not include many anecdotal details to support the argument. The supporting details may be vague or tend to include irrelevant information and wander away from the student’s argument. There might be a tendency to stray from the organizational pattern.

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Score Point 2

I am responsible enough to have a pet. I really want a dog but my dad doesn’t think I can get one. That’s not fair because all my friends have dogs and I want one too.

I could take care of a dog. It’s not that hard. You have to give it food. That’s easy. You just got to open a can of food and put it in a bowl. You don’t have to feed it to them.

I could run around with it. I can ride my bike and it could run next to me. That would be my way of walking it. I can give it a bath. Or it can come in the swimming pool with me. My friend Kevin’s dog goes in the pool all the time.

In the end, I think I could have a pet. I really would like a dog.

Score Point 1

A 1-point response would deal minimally with the topic of the demonstrating how the writer is responsible enough to take care of a pet. It would lack focus and arguments, and writing would be incoherent with no evidence of logical organization.

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Score Point 6

Hobbies are great ways to help improve yourself in different ways. My hobby is knitting, and it helps me in many ways. It is a hobby that teaches patience, that results in useful items, and that helps my creativity.

The first beneficial thing about knitting is that it teaches you to be patient. When you knit, you have to concentrate on each loop, make sure they are all even, and connect them one by one. This takes a long time before you make enough loops to turn into something like a scarf or a sweater. If you rush your knitting, it comes out uneven and it doesn’t look very nice. Therefore, I have learned to be patient with my knitting, and this helps me be patient in other things, too.

Obviously, when you knit something, you are making something. This could be a scarf, or a sweater, or gloves, or many other things. When I first started, I could only make easy things like a potholder. Now, I can make more complicated things like scarves and hats. So, every year, I can have a new scarf and hat that I made myself. I can also make things for my friends and family. So, I can save money because I don’t have to buy things from a store. Besides, what I make is more personal.

And finally, knitting is a good way for me to be creative. I can choose the colors I want or the design I want for whatever I am making. I can also choose the type of yarn I want. For example, I might see a sweater I like in a store, but I would like it better in a different color or material. I can design my own variation and knit it myself the way I want it. Plus, nobody else will have the same sweater as mine.

As you can see, knitting does many positive things for me. It is a hobby that is worth it because it gives me so much. © M

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Score Point 5

Hobbies are good for you for many reasons. My hobby is knitting, and it helps me a lot. It’s a hobby that helps me be patient, I make things that I get to keep in the end, and it helps me be creative.

The first good thing about knitting is that helps you be patient. When you knit, you have to think the whole thing and make sure its all even. Then you have to connect them one by one. This takes a long time before you make enough loops to make something like a scarf or a sweater. If you try to do it to quick, it comes out uneven and it doesn’t look so good. So, for me, I have learned to be patient with my knitting, and in other things too because of it.

Really when you knit something, you are making something like a scarf, or a sweater, or gloves. When I first started, I could only make easy things like a potholder. Now, I can make harder things like scarves and hats. So, I can have a new scarf and hat that I made myself. I can also make things for my friends and family. That’s better than getting something from the store.

Finally, knitting helps me be creative. I can pick out the colors I want or the design I want. I can pick the yarn I want too. Maybe I see a sweater I like in a store, but I like it better in a different color they don’t have. I can think up my own one and make it myself. I did that one time with a hat.

So for me, knitting is good for a lot of reasons. It’s a good hobby that helps me a lot. Plus I get to have new sweaters or socks whenever I want. I just have to make them.

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Score Point 4

My hobby is knitting, and it helps me a lot. It’s not a waste of time because I learn lots from it.

First, you have to be patient to knit because it is a lot of little work that you have to do. If you’re not patient, you’ll learn because the thing will come out horrible if you try to do it fast. You should’ve seen the first thing I tried to make. It was just going to be a square but it looked like a blob because I tried to do it too fast. So, I learned to be patient.

When you knit something, you are making something. For example, like a scarf, or a sweater, or gloves. That is great because I can make a scarf or socks if I want to. If you like bird watching, you don’t get to keep the bird. But you get to keep what you knit.

Finally, knitting helps me be creative. I can pick out the colors I want, or the design, or I can pick the yarn I want too. That’s what designers do.

Knitting is not a waste of time. It’s a good hobby. It helps me. I get to have new sweaters or socks whenever I want. I just have to make them. I like knitting even if my friend doesn’t.

Score Point 3

A 3-point response would be focused, but would lack clear examples that demonstrate why the writer’s hobby is beneficial. The supporting details may be vague or tend to include irrelevant information and wander away from the student’s argument. There might be a tendency to stray from the organizational pattern.

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Score Point 2

My hobby is knitting. I like it even if my friend doesn’t. I like to get all kinds of different yarn and make stuff.

One time I made a scarf. Even though its not cold in Florida. I can use it when I visit my cousin in Ohio. It is freezing cold in Ohio. I went and it snowed the whole time last time. My cousin knits, too. That’s how I started in the first place. She’s real good at it. She can make all sorts of stuff that I can’t. I can keep the stuff I make. Even if some of it didn’t turn out good. One time, I tried to make some socks, but it was hard and it didn’t look like socks. I kept them anyway. But now I can make them. That was at first. Now I’m pretty good.

My hobby is fun. Knitting is a good hobby.

Score Point 1

A 1-point response would deal minimally with the topic of the demonstrating how the writer’s hobby is beneficial. It would lack focus and arguments, and writing would be incoherent with no evidence of logical organization.

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for expository prompt on page 189

Score Point 6

Every family has their own traditions that they celebrate with each other. It can be a time that the family spends together to celebrate or do something. Some families have an annual picnic, or a monthly outing, or a weekly movie night. In my family, we have a tradition that we do every spring called Family Spring Cleanup and Barbeque.

Every spring on the first Saturday of April, our family does the spring cleaning all together. This means that all of us clean the house from top to bottom, from the ceiling fans to the floor. My parents are in charge of the garage, the yard, the kitchen, and the dining room. We kids clean our rooms and the bathrooms. Everyone cleans the family room together. We clean everything in the house, even our closets. We try on all of our clothes to see what fits and what doesn’t and what we like and don’t like anymore. We do a fashion show for each other that makes us laugh because sometimes the clothes are way too small or really ugly. The best part is that I sometimes get some clothes from my older sister that she can’t wear anymore, and she gets a lot of stuff my mom doesn’t wear anymore. Sometimes, we even get stuff from our dad.

When the house is sparkling clean in all the rooms, inside and out, we all have a big appetite. My dad lights up the barbeque, and we grill hotdogs, hamburgers, and fish. My sister and I are in charge of making a big salad, and my mom gets a big ice cream cake every year. It is great to have a barbeque after working so hard all day. We relax and eat a lot.

Our family tradition is great because the whole family pitches in to do everything that needs to get done, and we get to spend the whole day together, which we don’t normally get to do because we are all so busy. What makes everything even better is that everything is fresh and clean to start spring!

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Score Point 5

Every family has their own traditions that they celebrate with each other. It can be when the family spends together to celebrate or do something. In my family, we have a tradition that we do every spring called Family Spring Cleanup and Barbeque.

Every spring on the first Saturday of April, our family does the spring cleaning all together. This means that all of us clean the entire house. We even clean out our closets. We try on all of our clothes to see what fits and what doesn’t and what we like and don’t like anymore. We do a fashion show for each other. That makes us laugh because sometimes the clothes are way too small or really ugly. The best part is that I sometimes get some clothes from my older sister that she can’t wear anymore.

When the house is clean in all the rooms, inside and out, my parents start the barbeque. We grill hotdogs, hamburgers, and fish. The fish is because I don’t eat meat. My sister and me are in charge of making a big salad, and my mom gets a big ice cream cake every year. We relax and eat a lot because we are so hungry after cleaning.

Our family tradition is great because the whole family pitches in to do everything, and we get to spend the whole day together. Best of all, everything is fresh and clean to start spring!

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Score Point 4

Our family has a great tradition that we do every year. We do it every spring. In my family, we have a tradition called Family Spring Cleanup and Barbeque.

Every April, our whole family does the cleaning all together. This is called spring cleaning. This means that all of us clean the whole house. You wouldn’t believe how much we have to clean. We even clean out our closets. The best part is that I sometimes get some stuff from my older sister, like clothes she can’t wear anymore. One time, I got a shirt that I really wanted for a long time.

We have a barbeque after. Me and my sister make the salad. My parents cook hotdogs, hamburgers, and fish. The fish is because I don’t eat meat. My mom gets a big ice cream cake. We relax and eat a lot. It is because cleaning is a lot of work.

Our family tradition is great because the whole family does everything together and we spend the whole day together. Also, everything is so clean.

Score Point 3

A 3-point response would be focused, but would lack clear details to explain the writer’s family tradition. There would also be a lack of anecdotal examples to support the topic. The supporting details may be vague or tend to include irrelevant information and wander away from the topic. There might be a tendency to stray from the organizational pattern.

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Score Point 2

Our family tradition is the family spring cleanup and barbeque.It is when we all clean the house together. I don’t like cleaning.

Especially my room. It is a mess a lot of the time. My parents always tell me to clean my room. Sometimes I do. But I have to on that day. Everyone does. It’s not that bad on that day. After we are done, we have a barbeque. My parents barbeque everything they can. One time they barbequed a turkey. That was weird, but it ended up tasting good. We are tired after all that, so it is good to eat and do nothing.

Everything is clean when we are done. It’s nice even if I have to clean. That’s our tradition.

Score Point 1

A 1-point response would deal minimally with the topic of the writer’s family tradition. It would lack a complete description of the traditions. There would be little if any expansion on the description and explanation with little or no anecdotal information. It would lack focus and writing would be incoherent with no evidence of logical organization.

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Score Point 6

Sometimes people need time to be alone, to think, to calm down, or just relax. Everyone has a special place where they like to be alone. Some people like to go to the mall, or the park. Some people like to go to their room. I even have a friend who has a tree house and likes to go there. But for me, my special place is the beach.

The beach near my house is a great place to be alone, even if there are tons of people around. I can walk for a long time and look out at the ocean, and nobody bothers me. If I get tired of walking, I can sit in the sand and let the sun shine on me. If I get hot, I can sit in the shade under the trees. I can even wade in the water and collect shells. I can watch the people on the beach or look for dolphins in the water.

It’s a special place for me because it is very beautiful. I can see the blue water and sky for miles around. The sand is so white and sparkly. The sound of the waves and the feel of the soft sand under my feet is very soothing. They calm me right down and relax me. If I am feeling upset, looking at the ocean makes me forget about my problems for a little while, or at least reminds me that they are very small in a big world. If I am feeling happy, the beach makes me feel happier, and I can celebrate by myself. If I just want to relax, it is a great place to plop down on the sand and read or do nothing.

For me, the beach near my house is my special place. I go there to be alone all the time. But the best part about my special place is that I can share it with other people if I feel like it.

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Score Point 5

Sometimes people need time to be alone. It could be that they want to think, to calm down, or just relax. Everyone has a special place where they like to be alone. For me, my special place is the beach.

The beach near my house is a great place to be alone. Even if there are lots of people around, they don’t bother me. I can walk for a long time and look out at the ocean. If I get tired of walking, I can sit in the sand or I can walk in the water and look for shells.

My beach is special because it is really pretty. I like to listen to the waves and I like to feel the sand when I walk. If I am not in a good mood, I like to look at the water and that helps me forget my bad mood. If I am happy, the beach makes me happier. If I want to relax, it’s a great place to sit.

Like I said, the beach near my house is my special place. I go there all the time. It is nice too because it’s good to go there with my friends, too.

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Score Point 4

Sometimes people need time to be alone. Everyone has a different reason. Everyone has a special place to go to be alone. My place is the beach.

The beach near my house is a great place to be alone. Even if there are lots of people around. They don’t bug me. I can walk a long time and look at the ocean. I can sit in the sand or I can walk in the water and look for shells. I have tons of shells that I collect all the time. I like the shiny ones.

My beach is special. It’s really pretty. I like to listen to the water and I like the sand. It’s real soft like powder. If I’m sad, I like to look at the water and that helps me forget. If I am happy, the beach makes me happier. If I want to relax, I can sit down and relax.

The beach near my house is my special place. I go there all the time. It is nice too because it’s good to go there with my friends not just by myself.

Score Point 3

A 3-point response would be focused, but would lack development and clear details to describe the writer’s special place. There would also be a lack of supporting details to demonstrate why that place is special to the student. The supporting details may be vague or tend to include irrelevant information and wander away from the topic. There might be a tendency to stray from the organizational pattern.

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Score Point 2

Sometimes you have to be alone. I go to the beach when that happens. That’s my special place. It is near to my house. It’s good for being by myself. Even if there are lots of people. There are always lots of people. Except when it’s raining. My grandma doesn’t let me go by myself when its raining.

I can walk there or take my bike. I’m allowed to as long as it is daytime. I like to take my bike cause it’s faster. If I want to get shells I can put them in the bag that is on my bike. It’s pretty there. I like to look at the ocean and sometimes stick my feet in it. I’m not allowed to swim by myself so I can’t go swimming.

That’s my special place. It’s a good place.

Score Point 1

A 1-point response would deal minimally with the topic of the writer’s special place. It would lack a description of place and why is it special to the student. There would be little, if any expansion on the description and explanation with little or no anecdotal information. It would lack focus and writing would be incoherent with no evidence of logical organization.

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Score Point 6

At some point in your lives, you will probably have to save money. You might need to save money to buy something you want, or to do an activity, or just to save money for a rainy day. There are many ways to save money like cutting back on expenses or putting money aside in the bank.

The first way you can save money is by cutting back on other things. For example, instead of going to the movies every week with your friends, you could go every other week and rent a video instead the other weeks. You can still watch movies, but this way, you spend less money that you can save for something else. You could also cut back by buying something cheaper. For example, if you like to drink a smoothie when you are shopping, you could choose a soda instead, which is usually cheaper. Then, you can save the money you would have spent on the smoothie.

Sometimes cutting back is hard to do, especially if you have the money in your pocket already. It’s hard to try not to spend it if you have it with you. So, for some people, it might be better to put money aside when they get it. This means that if you get some money from your allowance, babysitting, or for your birthday, you immediately take part of it and put it in the bank. However, you don’t have to put it in a bank account. You could put it in a piggy bank you have, or you could give it to your parents to keep for you. The important thing is that you put it somewhere so that you don’t spend it. Putting aside money is good because that way you won’t accidentally spend it like you might if you had it with you.

It can be hard to save money, and you need a lot of patience. You also need to be very strong to not spend money. But, if you follow some of these tips, you’ll be able to save money in no time. Before you know it, you’ll have save the money that you need to buy that new CD!

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Score Point 5

Everyone has to save money sometimes. It could be because you want to buy something like a CD or go to the water park with your friends. There are different things you can do to save money. You can try cutting back on what you buy or you can put some money away little by little.

One way to save is by cutting back on what you buy or spend. For example, let’s say you always go to the movies with your friends. So, sometimes you should rent a movie and go to someone’s house. It’s cheaper and it’s still fun. Then, you can keep that money to save. Or maybe you always drink a smoothie at the mall. Drink a soda instead because it’s cheaper.

The other way is to try to put money away little by little. For example, if you get money for your birthday, don’t spend it right away even if you really want to. Put half of it in your piggy bank or somewhere so you don’t spend it. Then soon all that money will add up.

It’s sometimes hard to save money. You have to be patient. But, if you try to cut back or put money aside, you’ll save money.

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Score Point 4

Everyone has to save money sometimes. There’s different things you can do to save money.

You can save by cutting back on what you buy or spend. If you go to the movies with your friends all the time you should rent a movie sometime instead. You could save that money. My friends and I do that all the time. You can have a sleepover party at the same time and you can rent two movies. Or, if you always drink smoothies at the mall, you could get a soda instead. It’s cheaper and you can save that money. Or you could just not drink anything at all.

Also, you can try to put money away. If you get some money for you birthday, save part of it. If you get an allowance save some and spend the rest. Don’t spend that money until later when you have saved enough.

If try to cut back or put money aside, you’ll save money.

Score Point 3

A 3-point response would be focused, but would lack clear details to explain different ways to save money. There would also be a lack of supporting examples to support the topic. The supporting details may be vague or tend to include irrelevant information and wander away from the topic. There might be a tendency to stray from the organizational pattern.

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Score Point 2

There’s different things you can do to save money.If you go to the movies with your friends all the time. You should

rent a movie sometime instead. My friends and I do that all the time. You can have a sleepover party at the same time and you can rent two movies. It’s cheaper. Then you can keep that money. If you get some money for you birthday, you can keep that too. Maybe you could use a little of it. But not all. So then you’ll have money after a while. Then you can buy whatever you want.

Score Point 1

A 1-point response would deal minimally with the topic of how to save money. It would lack an explanation and examples of different methods of saving. There would be little, if any expansion on the description and explanation with little or no anecdotal information. It would lack focus and writing would be incoherent with no evidence of logical organization.

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Score Point 6

Practice is the key to getting better. An actor has to practice before he gets on stage. A singer has to practice before a concert. Even baseball players have to practice before a game. Practice is important to get better.

Imagine you saw someone play the piano really well and you wanted to do that too, but you had never done it before. The first time you sit at a piano, you aren’t going to be able to play like that person. You might not even know how to hold your fingers or where to put your feet, or even how to sit right.

Just like anything else, you need to learn how to do it. If you take lessons, you will learn to put your fingers in the right places and which keys to play. The first few times might be slow and hard to figure out what you are doing. Your fingers might even hurt in the new positions. It will probably even sound awful. But the mistakes are important too. You need to know what not to do the next time. But over time, if you practice, you will see that your fingers hurt less, and you can find the right keys more easily. The more you do it, the better you will get. Soon, you will be playing a song. If you practice a lot, the song will sound better and it will even sound good!

So, don’t give up. Practice is very important for everything if you want to get better. Even if you are an awful soccer player or cook or singer, practice will help you improve. You might even end up being really good!

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Score Point 5

Practice is important to get better at something. Actors, singers, and sports players all practice what they do to get better. If you want to get better, you have to practice.

For example, if you wanted to learn to play the piano really well, you have to practice. The first time you do it you won’t be able to play anything at all. You probably wouldn’t even know what to do.

However, with practice, you will learn how to do it. Each time you practice, you will get a little better every time. It might be hard, but the more you practice, the easier it will get. You might need to practice every day, but you will see that every time you sit at the piano you will be able to play a little more, a little better, and a little easier. Before you know it you will be playing a song.

So, don’t give up. Practice is very important if you want to get better. You might start out awful, but with practice, you’ll do better. You might even get really good!

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Score Point 4

Practice is real important to get better at something. If you want to get better, you have to practice.

For example, if you wanted to learn to play the piano. You would have to practice to get good at it. You probably wouldn’t be able to play anything at first. You wouldn’t know what to do or where to put your hands. It would probably sound terrible.

If you practice, you will learn how to do it. If you practice everyday it will get better and it will get easier. You’ll see. Soon you could probably even play something. But you have to do it over and over. You have to practice. If you don’t it won’t get better. It will stay the same. So, don’t give up.

Practice is very important if you want to get better, in my opinion. You might start out awful, but with practice, you’ll do better. You might even get really good!

Score Point 3

A 3-point response would be focused, but would lack clear details to explain why practice is important to getting better. The supporting details may be vague or tend to include irrelevant information and wander away from the topic. There might be a tendency to stray from the organizational pattern.

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Score Point 2

Practice is real important. If you want to get better at something, you have got to practice. If you want to play piano, you have to practice. Like me and the drums. I must practice all the time or my teacher can tell if I didn’t. My family gets a headache though. I couldn’t hardly play anything before. Now I’m pretty good because I practice a lot.

You can get good at something if you practice. Like me. So, its important to practice. If you want to get good at it. If you don’t. You won’t.

Score Point 1

A 1-point response would deal minimally with the topic of why practice is important. It would lack explanation and examples to demonstrate the importance of practice. There would be little, if any expansion on the topic with little or no anecdotal information. It would lack focus and writing would be incoherent with no evidence of logical organization.

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test preparation and practice - glencoe

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